During the lecture students are exposed to adolescents’ dilemmas as reflected in scenes from well known films; subsequently they engage in open discussions about the various topics raised.
Some students serve as defense attorneys, others as prosecutors concerning the protagonist’s decision in the screened scene; the other students are the jury.
“Amir Har-Gil presented various suitable scenes for adolescents, like: the adolescent diary and the film in which twelve-year-old children keep holding on, all this with the students’ active participation. Amir stopped the screening whenever the protagonist encountered a certain problem and asked the students to turn the hall into a kind of law court of attorneys and prosecutors. They expressed their views about the dilemma presented. Subsequently the students turned into a jury and each pointed out the possibility they chose. The possibility that received most votes was considered the optimal one. At the end of the debate, the students went on watching the film that presented the protagonists’ choice and of course the price of that choice. The students were enabled to exercise various situations. Through the protagonists they learned about gains versus losses. Filming from various angles enabled them to identify with the character; furthermore, films are a kind of preparation for life and coping with similar future situations. The students were fascinated and very enthusiastic. They wanted to know about the protagonists and their choices…” (Semadar Noy and Yifat Gilboa).
“Thank you for the film sessions about “Adolescents’ conflicts” you held at our school. The dilemmas presented to the students were fascinating, thought provoking and suited their age. The way you managed the meeting, first telling the story then screening the film up to the dilemma, subsequently holding a discussion after which you screened the cinematic solution was appropriate and interesting. Many students turned to me asking to see the films…” (Shoham Smith)