Notre mémoire prend en charge de re-conceptualiser notre nouvel environnement audio-visuel et l’expérience que nous en faisons. À l’ère du numérique et de la dissémination généralisée des images animées, nous circonscrivons une catégorie d’images que nous concevons comme la plus à même d’avoir un impact sur le développement humain. Nous les appelons des images-sons synchrono-photo-temporalisées. Plus spécifiquement, nous cherchons à mettre en lumière leur puissance d’affection et de contrôle en démontrant qu’elles ont une influence certaine sur le processus d’individuation, influence qui est grandement facilitée par l’isotopie structurelle qui existe entre le flux de conscience et leur flux d’écoulement. Par le biais des recherches de Bernard Stiegler, nous remarquons également l’important rôle que jouent l’attention et la mémoire dans le processus d’individuation. L’ensemble de notre réflexion nous fait réaliser à quel point le système d’éducation actuel québécois manque à sa tâche de formation citoyenne en ne dispensant pas un enseignement adéquat des images animées. / This thesis re-conceptualizes our new audio-visual environment and analyses the experience we make of it. In the digital age marked by the dissemination of moving images, we circumscribe a category of images which we see as the most likely to have an impact on human development. We call it synchrono-photo-temporalized images-sounds. Specifically, we seek to highlight their power of affection and control by showing that they have some influence on the process of individuation, an influence which is greatly facilitated by the structural isotopy between the stream of consciousness and the flow of motion images. By examining the research of Bernard Stiegler, we also note the important roles attention and memory play in the process of individuation. This thinking makes us realize how the current education system in Quebec fails in its mission to give a good civic education by not providing an adequate teaching of moving images.

The overall purpose of this licentiate thesis is to explore how different media is considered and valued by teachers in an interdisciplinary project in which the subjects of Art and Swedish are included. In the project, The Horror Genre in Literature and Film, a variety of mediations are represented: speech, writing, still- and moving images. The study focuses on the teaching strategies and approaches that participating teachers have in relation to the project's various mediations. My central concern is how the media of moving images is considered in the project. Of particular interest for my study is the question if teachers takes into account the media's special possibilities and limitations in their teaching. The theoretical framework is sociocultural theory, narrative theory and theories from the field of media and multimodality. The study was conducted in a Swedish primary school where three classes in 8th grade participated. The empirical material consists of interviews with three teachers in the subject Swedish and with one Art teacher. Also part of the empirical material, are the films produced by the pupils in the project. These films were analysed with the purpose of identifying to what degree the pupils used a narrative that is particular to the medium of moving image. The project in my study was carried out as an interdisciplinary project. Nonetheless, the results show that the teachers in the various subjects work toward the goals set in their own school subjects and that no common goals or overall objectives were formulated in the project. My study also shows that the mediations that are rewarded and have a superior role in the project are the spoken and the written word. The media of moving images has a marginalised place in the project and is regarded as less important. The main result of my study shows the problems that may arise when different forms of mediation co-exist in project-based learning within a school context. It also points out the difficulties that interdisciplinary projects have to face in terms of national regulations, frame factors such as the distribution of lesson hours, resources, as well as other factors that can affect the possibility of cooperation between the subjects.