61

The in-school image education course Lycéens et apprentis au cinéma (“ high school students and apprentices at the cinema”) is designed to raise awareness among teenagers of cinema as an “art”. For this purpose, “modern” cinema has been cast as the course’s main reference point, one that informs programming choices and defines expectations regarding students’ relationship to cinema. However, in view of the context of digital platforms and cultural eclecticism, and of this type of system’s inherent educational and disciplinary objectives, the various stakeholders cannot pretend that adolescents come in free of deep-set audiovisual habits. Based on a qualitative survey, this text therefore examines the ways in which the stakeholders come to terms with adolescents’ audiovisual practices and preferences, both to maintain the primacy of the auteur figure and to transmit knowledge.