| Abstrakt: |
This article focuses on the cultural and aesthetic meanings of horror elements in Finnish children's cinema, situating it within a Nordic context. Combining close reading and intertextual analysis of Ulrika Bengts' Iris (2011), the investigation demonstrates that the horror elements are tonal, aesthetic and thematic, making the film representative of an arthouse-oriented Nordic children's horror genre that differs in significant respects from Anglo-American children's horror. The article also discusses the pedagogical potential of children's films influenced by horror aesthetics and proposes a model that aligns with multiliteracy pedagogy, highlighting the active participation of the audience. This model connects the learners' perspectives with the analytical process of acquiring film literacy, showcasing flexible approaches to understanding horror elements and their intertextuality in children's films. [ABSTRACT FROM AUTHOR] |
