Analysis of Turkish and foreign production animation films within the scope of values education in basic education

Values, which are intended to be adopted by future generations, are passed on to children in various ways. Today, one of these ways is cinema films, which is one of the mass media. Animation films that children prefer to watch in cinema are important in this sense. Because no movie is just for entertainment. Each movie necessarily contains a message that the audience wants to send subconsciously. For this reason, in the present study, it was aimed to determine which values and how often are used in animated films. For this purpose, the top ten most watched Turkish and twenty foreign animated films between 2015 and 2020 were observed and compared in terms of their values. The study was carried out qualitatively and the pattern of the study is case study. Descriptive analysis was used to analyze the data. The values to be analyzed in animated films are determined according to the twenty-eight values that are desired to be gained to the students in the Values Education Directive (2012) and the ten root values found in all of the Primary Education Curriculum (2018). As a result of the analysis of Turkish and foreign animated films included in the study, in Turkish animation films, while the distribution of protecting cultural heritage, love, being kind, respect and responsibility values according to the movies and the frequency of processing in the movies are high compared to other values, empathy and humility are quite low. On the other hand, in foreign animation films, while the distribution of values of love, responsibility, solidarity, development of aesthetic feelings according to films and the frequency of processing in films are higher than other values, values of humility, sharing, patriotism, empathy and fairness are the least. In addition, while values of love, responsibility, assistance and solidarity are processed closely in both production films, courage-leadership, self-confidence, development of aesthetic feelings, sacrifice and empathy values are higher in foreign-made animated films, and values outside of these are higher in Turkish-made animation films has a high processing frequency. Moreover, while the value of cultural heritage ownership has the highest processing frequency in Turkish animation films, it has been observed that this value is never processed in foreign animation films. As a consequence, it has been determined that more value is mentioned more frequently in Turkish animation films than foreign animation films. It is thought that the achievements in the curriculum can also be supported by films, and therefore, in order to create healthy future generations, it is recommended that each of the Turkish-made films to be produced at least be designed to cover the values included in the educational programs. Key Words: Value education, animation movie, cartoon, cinema, value