Presentation on theme: "Evolution of Media Education IM 212. Mainstream Media Education (1950s-1970s) First Phase: Methodology was simple: Educators ignored the media. Newspapers."— Presentation transcript:
Evolution of Media Education IM 212
Mainstream Media Education (1950s-1970s) First Phase: Methodology was simple: Educators ignored the media. Newspapers were not only ignored, but actually confiscated if a student had the audacity to bring them to class. Books were the only medium worth time and effort.
English Teachers taught books Music Teachers Classical music History Teachers Ancient History
Realization: When it became clear that popular mass media would not just wither and disappear, media education entered its second phase Placed emphasis on mass media and communication education
Educational and Recreational Technology in Media Education (mid 70s – 1990s) English teachers anxiously delved into the study of ancient English Madrigals. (A Capella) English Madrigals. (A Capella) Students studied ancient Greek myths while Walt Disney was busy creating American myths of Davy Crockett or popularizing uniquely American fables.Davy Crockett
Schools continued to purchase video recorders, computers, and other visual technologies 1970s - Much greater concern about ideology, power, social relations, and the way knowledge is constructed, carried, and conveyed by media representations. (60s –70s)
Arthur Treacher on the Merv Griffin show reciting the lyrics to some rock and roll song with his uniquely upper-class British accent. He choose songs like "Get A Job" (where the lyrics were "Sha-na-na-na. Yip. Yip. Yip") or "Da Do Ron Ron" to make the whole thing even funnier. Sample topics:
(mid 60s –70s) Film study usually consisted of showing clips of a rebellious Marlon Brando or James Dean, with the inevitable message that the popular media were turning out a generation of delinquents.
Multi-media before: "multi-media" meant that your teacher would accept maybe a chart as part of your written report. But no pictures. Traditional advertising media include newspapers, magazines, billboards, radio and television
Showed a clip from "West Side Story" just before reading "Romeo and Juliet," Study of current events begun in social studies and students were allowed to actually read newspapers (but only for the news, not for the comics or sports or anything entertaining).
1975 Critical Viewing Skills Curriculum : When media literacy asks How do media operate? Whose interests do the media operate in? How is meaning created by the media? –higher order thinking skills must be activated
Realization: We are not getting information from books or even newspapers, but from television.
Late 70s – 1980s 1980s - along with traditional media education focusing on TV and mass media, a new brand of education was in its infancy, i.e., educational computing (Sesame Street, IskwelaTV, & Batibot)
1989 Media education started to be linked in the public's mind with the recreational technology of television, which was not accepted by more serious- minded researchers. At the same time the teacher's role started to change.
Media Literacy Media literacy : most of their information comes from television and the mass media, not textbooks." (Considine 1995, 41)
New (Telelogic) Media Education (1996-present) Aesthetic and moral values--the whole question of how good or bad a film or television program was pushed away from the centrally dominant position it had always held in media education. Use of technologies became critical
Curriculum challenges: New technologies represent a new curriculum that requires new competences and a new definition of how and where learning takes place concludes that teachers and their students should "recognize and reconcile the mixed messages young people receive when the curriculum of the living room contradicts or challenges the curriculum of the classroom" (Considine 1995, 32).
Information Shift: Mediacracy – ruling by those who know how to manipulate symbols, information, and the media" (Walcott 1992, 6) A distinct shift from traditional mass media to MICT and ODL tools and techniques Modern Information and Communications Technologies Open Distance Learning
Information Shift: Teacher was no longer the arbiter of taste, but a partner or co- investigator in what was now a much more open ended process." Role of the teacher as the accredited expert and purveyor of approved knowledge within the classroom. A different approach should be implemented, focusing more specifically on MICT, ODL and all the telematic tools now accessible.telematic
Information Shift: Digital interactive advertising media started with the Internet, accessed at an indoor computer, but is quickly spreading to television, cellular devices and outdoor locations. Main task of this kind is to look after changes occurring in learning environments from the point of view of the teaching/learning process.
WWW: Information Super highway The World Wide Web (WWW) - a different kind of learning and working environment meant that the traditional "mainstream" concept of media education is no longer enough. Sample ads Food (Coca) Food (KFC) Food (McD) Music Info
Telematics Defined… is a term used to designate computer-mediated communications networking involving telephone, cable, and satellite links between geographically dispersed individuals and institutions that are interfaced to data- processing systems, remote sensing devices, and capacious data storage banks involves the technology of interaction among human beings and between the human mind and artificial systems of intelligence and perception. The individual user of networks is always potentially involved in a global net, and the world is always potentially in a state of interaction with the individual. back
A Capella A Cappella (Italian: in the church style) music is vocal music or singing without instrumental accompaniment, or a piece intended to be performed in this way.musicvocal musicsinginginstrumentalaccompaniment back