Einleitung
Etablierte Vorstellungen und Praktiken von Bildung werden bis heute durch das Bewegtbild herausgefordert (z.B. in der Konzeption von Film als nicht auf Text oder Standbild reduziblem Wissensträger) und transformiert bis hinein in die Klassenzimmer- und Hörsaalgestaltung. Insbesondere nach dem Ersten Weltkrieg wurde der Film in einer Vielzahl von pädagogischen und didaktischen Kontexten eingesetzt. Das drittmittelfinanzierte Projekt „Praktiken des Lehr- und Unterrichtsfilms in Österreich“ (2019-2023, FWF P 32343-G ) beforschte die Geschichte des Einsatzes von Film in Österreich in diesen Kontexten von 1918 bis in die späten 1960er Jahre – das heißt von der ersten internationalen Hochphase einer Institutionalisierung der Lehrfilmbewegung bis zum Übergang zu neuen audiovisuellen Lehrmitteln (Schulfernsehen, Video). Die untersuchten Anwendungen erstrecken sich von Filmvorführungen im Klassenzimmer und in der Volksbildung bis hin zur akademischen Hochschullehre, Berufsausbildung und Beratung. Im Rahmen des Projekts wurde eine Datenbank und Mediensammlung erstellt, die die gesammelten Informationen zu den gesichteten Filmen mit relevanten Organisationen, Personen, Gesetzen und Aufführungsorten verknüpft. Diese Informationen werden in vielen Fällen durch einen kurzen historischen Abriss ergänzt. Darüber hinaus enthält die Datenbank Digitalisate wesentlicher Quellen (Filme, Fotoserien, Texte) – viele davon sind im Rahmen von Fallstudien entstanden, die die Bandbreite des Einsatzes von Film in Bildungskontexten in Österreich aufzeigen und Einblicke in unsere Forschungsergebnisse geben.
Lehrfilmpraktiken als relationales Prinzip der Datenorganisation
Abb. 1: Screenshot vom Menü der Startseite: https://www.lehrfilmpraktiken.at
Gegenstand unserer Forschung waren die Praktiken des Lehr- und Unterrichtsfilms. Dieses Verständnis von Praktiken umfasst nicht nur die projizierten Filme, sondern auch die Institutionen, die diese in Auftrag gegeben und vertrieben haben, die Rechtsvorschriften, die zur Regulierung belehrender und erziehender Filmvorführungen erlassen wurden, sowie die Orte, Situationen und didaktischen Verfahren des Unterrichtens und Vorführens. Die Medienwissenschaftlerin Eef Masson beschreibt das „pädagogische Dispositiv“ als das Zusammenspiel der verschiedenen Umstände und Akteur*innen, die für das Verständnis der gezeigten Unterrichtsfilme verantwortlich sind. Sie interessiert sich für die institutionellen Rahmungen und die daraus resultierenden Zuschreibungen, die die Bedeutungsproduktion beim Filmschauen mitbestimmen. In Adaption und Erweiterung dieses Dispositivbegriffs wurden im Forschungsprojekt und der daraus resultierenden Mediensammlung und Datenbank die Praktiken des Lehr- und Unterrichtsfilms als relationales, sinnstiftendes System untersucht.
Unsere zentrale These lautet, dass die Praktiken des Lehr- und Unterrichtsfilms in der Verknüpfung von institutionellen Strategien, Vorführungssituationen sowie den Formen, Stilen und Inhalten der gezeigten Filme konkrete Formen annehmen, sich materialisieren. Nimmt man dieses Konzept von Lehrfilm-Praktiken ernst, so muss eine Online-Sammlung zum Lehrfilm auf das Zusammenspiel dieser entscheidenden Aspekte ausgerichtet sein. Deshalb war es unser Ziel, eine relationale Datenbank zu schaffen, die über eine bloße Struktur zur „Verwaltung der gesammelten Informationen“ hinaus als Quelle syntagmatischer Kombinationsmöglichkeiten, als Montageprinzip und als Kommentarstruktur fungiert. Die so entstandene Website Lehrfilmpraktiken (https://www.lehrfilmpraktiken.at ) stellt wechselseitige Beziehungen her zwischen Kultur-, Bildungs-, Lehr- und Wissenschaftsfilmen und den Institutionen, die sie beauftragt und vertrieben haben, den dort tätigen Menschen, den wesentlichen Gesetzen wie den Vorführungskontexten. Relevante Informationen zu 945 Filmen (über 850 vom Projektteam gesichtete sowie knapp hundert, zu denen nur mehr Aufzeichnungen der Aufführungsgeschichte eruiert werden konnten) werden mit über 280 digitalisierten Schriftquellen sowie mit ausführlicher recherchierten Daten zu den verschiedenen Akteur*innen verknüpft (Behörden, Institutionen, Verbände, Schulen, Lehrer*innen, Auftraggeber*innen, Regisseur*innen, Filmproduzent*innen, Kinobetreiber*innen oder Hersteller*innen von Vorführ- und Aufzeichnungsgeräten). Ob ausgehend von einem einzelnen Film oder einer Institution soll so das dichte Beziehungsgeflecht rekonstruierbar werden, das sowohl die Produktion und Distribution als auch den Einsatz von Filmen im Unterricht an Schulen, Universitäten und Orten der Berufs- und Volksbildung bestimmte. Gemeinsam war den Lehrfilmpraktiken, dass sie die Filme nie für sich sprechen ließen, sondern ihre Vorführung stets mit Erläuterungen der Lehrer*innen oder Dozent*innen, mit Fotos, Karten und Diagrammen sowie Unterrichtsvorschlägen in den Film-Begleitmaterialien verknüpft wurde. Die Datenbank ermöglicht es auch, diese Dokumente, die in zahlreichen Archiven verstreut sind, den jeweiligen Filmen zuzuordnen. So soll sie nicht nur Schlussfolgerungen des Projektteams nachvollziehbar machen, die in anderen Projekt-Publikationen ausgearbeitet sind. Sie soll vor allem als Ausgangspunkt dienen, um andere als die in diesen Publikationen – oder den Anmerkungen des Projektteams auf der Website – vorgeschlagenen Bezüge herzustellen. Die Nutzer*innen werden zu Autor*innen .
Struktur und Inhalte
Die Datenbank und Mediensammlung „Lehrfilmpraktiken“ ist die bislang umfassendste Ressource zur Geschichte des Lehrfilms in Österreich. Sie enthält Einträge zu Filmen, Personen, Organisationen, Texten, Bildobjekten, Standorten und Ereignissen, die das Projektteam beforscht hat. Sprache der Website ist deutsch, die Feldnamen und große Teile des zur Indexierung der Einträge verwendeten kontrollierten Vokabulars sind aber auch auf Englisch verfügbar.
Die versammelten Daten sind unterschiedlich dicht annotiert und lassen sich in drei Gruppen einteilen:
Dokumentation der Filmrecherche: Die Datenbank und Mediensammlung dokumentiert unsere Filmsichtungen und -recherchen während des Projekts. Über 850 gesichtete Filme sind erfasst. Diese Angaben sollen anderen Forschenden und Interessierten die Suche erleichtern, indem neben filmografischen Daten u.a. die Archivstandorte und Informationen zum gesichteten Medienobjekt (Filmrolle, Digitalisat) erfasst sind.
Abb. 2: Screenshot der Seite zum Film „Das neue Dach der Stephanskirche“ (1953)
Recherchierte Datenbankeinträge: Während die meisten erfassten Personen und Organisationen aus den Vor- und Abspanninformationen der erfassten Filme stammen, hat das Projektteam 50 Personen und 27 Organisationen, die für das Verständnis der Lehrfilmpraktiken in Österreich wesentlich waren, ausführlicher recherchiert und in Form von historischen Kurzüberblicken zusammengetragen. Durch Filterfunktion („Biografie“ bzw. „Historischer Überblick“) sind dieser Einträge schnell auffindbar. Ebenfalls dichter erfasst sind 181 Standorte, die auch auf einer Landkarte angezeigt werden. Ein Großteil davon wurde im Rahmen einer Fallstudie gesammelt, die das weitläufige Netzwerk von 149 sogenannten Schulkinos im Österreich der 1920er und 1930er Jahre rekonstruiert. Die Einträge zu diesen Schulkinos (viele davon mit detaillierten Konzessionsinformationen) stellen eine bisher wenig beachtete Verknüpfung von Bildungs- und Kinogeschichte dar.
Abb. 3: Screenshot des Browsing-Menüs für Personen der Website „Lehrfilmpraktiken“
Abb. 4: Screenshot der Landkartenansicht des Browsing-Menüs für Standorte der Website „Lehrfilmpraktiken“
Mediensammlung: Die Datenbank enthält Digitalisate aller aufgenommener 20 Bildobjekte (meist Diaserien, die je bis zu 60 Einzelbilder enthalten) und mehr als 380 Schriftquellen. Darunter befinden sich Begleithefte zu gesichteten Filmen sowie als besonders relevant oder aufschlussreich ausgewählte Zeitungs- und Zeitschriftenartikel zu Lehrfilm-Themen. Erstmals online verfügbar gemacht wurden sämtliche 60 Hefte der Zeitschrift Das Bild im Dienste der Schule und Volksbildung , die zwischen 1924 und 1930 das Zentralorgan der österreichischen Lehrfilmbewegung war. Zu 38 der Filme sind Digitalisate (meist vollständig, im Ausnahmefall Ausschnitte) frei zugänglich dem Eintrag beigefügt. (Siehe Filter: „Hat Video oder Bild “) Diese Videos sind meist Teil der 19 thematischen Fallstudien (siehe Abschnitt „Fallstudien“).
Abb. 5: Screenshot der Überblicksseite zur Zeitschrift „Das Bild im Dienste der Schule und Volksbildung“ (1924-1930)
Zur eindeutigen Zitation aller Einträge wird empfohlen, neben dem Titel (z.B. Film „Am Neusiedlersee“) sowohl den (persistenten) Link des Eintrags im Browser (https://www.lehrfilmpraktiken.at/Detail/objects/458) als auch den oben im Eintrag platzierten „Identifier“ (EDU_AVC_0455) anzugeben. Ihrerseits weist die Datenbank und Mediensammlung bei publizierten Texten, wo identifizierbar, die Alma-ID aus sowie bei Personen und Organisationen die entsprechenden Wikidata-Einträge.
Netzwerke: Organisationen und Personen
Abb. 6: Screenshot des Organigramms auf der Seite zu Adolf Hübl
Im Laufe des Projekts wurden zahlreiche Wege evaluiert und verfeinert, um den relationalen Aspekt mit relevanten Themen und Entitäten zu verknüpfen und zu erforschen. Die zentrale Browsing-Funktion ist nahezu selbsterklärend und ermöglicht es den Nutzer*innen, intuitiv Informationen zu Personen, Orten, Organisationen, Filmen und vielem mehr abzurufen. Zusätzlich zu den Hauptkategorien stehen verschiedene Filterfunktionen zur Verfügung, die visuelle Schnittstellen bieten, um die Benutzererfahrung zu verbessern.
Nutzer*innen der Datenbank können auch verschiedene relationale Organigramme konsultieren, die als Orientierungshilfe für die Recherche der Netzwerke von Personen und Institutionen dienen, die für die Lehrfilmpraktiken in Österreich und darüber hinaus relevant waren.
Die Datenbank zeigt, welche Pädagog*innen und Institutionen die Initiative ergriffen haben, um Filme zu produzieren, zu fördern und vorzuführen. Von besonderem Interesse war die Interaktion zwischen diesen Akteur*innen und den offiziellen Stellen unter Berücksichtigung methodischer und genrespezifischer Fragen. Überraschenderweise wurden neben Institutionen wie Bildungsministerien oder pädagogischen Instituten auch neue und oft unerwartete Personen, Einrichtungen und Disziplinen entdeckt, die erheblichen Einfluss auf die regionale und internationale Lehrfilmbewegung und ihre Geschichte hatten (z.B. Vertreter*innen des Agrarsektors). Basisdaten der Browse- und Suchergebnisse sind als Excel-Sheet exportierbar. Netzwerke und interdisziplinäre bzw. transdisziplinäre Kooperationen sind für die Generierung epistemischen Wissens durch die Produktion und Praxis von Lehr- und Unterrichtsfilmen von entscheidender Bedeutung. Diese Verbindungen beleuchten nicht nur individuelle Initiativen und regionale Aktivitäten, sondern zeigen auch internationale Zusammenhänge auf, die über lokale Lehrfilmgeschichten hinausgehen. Ebenfalls in den Blick rücken in der Filmgeschichte bisher unterschätzte Gruppen von Akteur*innen: Insbesondere Lehrer*innen spielten in der Zwischenkriegszeit eine wichtige Rolle – ihr Engagement für den Film als modernes Medium und Lehrmittel wurde im Gegensatz zu Aktivitäten von Wissenschaftler*innen, Ärzt*innen, Anthropolog*innen oder Werbefachleuten wenig rezipiert. Insgesamt zielt unsere Website darauf ab, die komplexen Verbindungen und Dynamiken zwischen diesen Personen, Disziplinen und Institutionen, die an der Entwicklung des Lehrfilms beteiligt waren, aufzudecken und die historische Bedeutung und breitere Wirkung des Lehrfilms und der auf ihn bezogenen Praktiken zu beleuchten .
(Kuratierte) Fallstudien
Die Datenbank enthält 19 Fallstudien , die Einträge zu relevanten Themenbereichen vorstellen und kuratierte Elemente darstellen, die den Nutzer*innen verschiedene Fährten vorschlagen. Sie sind relational angelegt, sammeln und verknüpfen Einträge zu Filmen, Texten, Bildern, Karten, Personen oder Organisationen.
Damit sollen zentrale Entwicklungen, methodische Trends, organisatorische Zusammenhänge oder Sammlungen nachverfolgt werden. Während eine Fallstudie die Sammlung historischer visueller Lehrmittel in einer Schule in den Blick rückt, fokussieren andere technische Entwicklungen, rechtliche Rahmenbedingungen oder Vorführorte. Weitere konzentrieren sich auf bestimmte Themen und Genres, wie medizinische Lehrfilme oder sogenannte Diskussions- und Fragezeichenfilme – Filme, die zeitgenössisch aktuelle, sensible Themen der Gesellschaft und junger Menschen aufgriffen und Gespräche anregen sollten und die pädagogischen Entwicklungen etwa ab 1960 widerspiegeln.
Manche Objekte sind mehreren Fallstudien zugeordnet und unterstreichen den relationalen Charakter der Datenbank. Fallstudien, die bis in die 1920er Jahre zurückreichen, enthalten oft Lichtbilder und dazugehörende Vortragsmanuskripte (z.B. in der Fallstudie zu Sport und Lehrfilm ), während für spätere Aufführungspraktiken Handreichungen mit Diskussionsimpulsen relevante Gegenstände sind. Die jeweiligen Objekte sind also Ausdruck technischer Entwicklungen, vor allem aber geben sie Aufschluss über die jeweils aktuelle Medienpädagogik und -praxis. Die Fallstudien geben einen Überblick über die unterschiedlichen Fragen, die im Projekt an die Forschungsmaterialien und -daten gerichtet waren. Ein Ziel ist hier, dass andere Forscher*innen und Interessierte für die zugänglich gemachten Informationen und Digitalisate weitere bildungs- und medienwissenschaftliche Sinnzusammenhänge finden werden. Zu diesem Zweck können die Einträge nicht nur zitiert und persistent verlinkt werden (siehe Hinweise am Ende des Abschnitts „Struktur und Inhalte“), sondern auch alle digitalisierten Medienobjekte mit Ausnahme der Videos von der Website frei heruntergeladen werden.
Literatur
Zur Zotero-Library
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