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Media education
 

Media education

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    Media education Media education Presentation Transcript

    • Media Education By Kayne Wellington„Discuss the developments that haveoccurred in Media Studies. What factorshave affected the discourse of each era?What do you think should constitute abroad and balanced media curriculum fortoday‟s secondary school and FurtherEducation colleges?‟
    • Discuss with a partner… What has been your Media experiences from your early years to now?
    • Media education…What is it – the process of teaching and learning about the media. Why - It is about developing young peoples critical and creative abilities when it comes to the media.
    • Discuss with a partner…Do you think Media education should be compulsory? Or… Should it be taught along with English?
    • Development in Media Studies Media education has been developing in the UK since the 1930s. However it wasn‟t until the 1960s that there was a shift in media education. It began to focus on popular culture rather than opposing it. Development continued in the 1970s when the first formal courses in Film Studies and, later, Media Studies, were established as options for young people (14-19). In England, the creation of the National Curriculum in 1990 included some limited requirements for teaching about the media as part of English. Now over 100,000 students (about 5% of this age range) now take these courses annually.
    • Some people think… Chicago school Mead from the Chicago Mead argued that for an ideal society to exist, a form of school in the USA. Saw communication must be that American society developed to allow the was on the cusp of individual to appreciate the attitudes, viewpoints and positive social change positions of others unlike toward pure himself, and allow him to be democracy. understood by others as well.Mead believed that this "new media" would allow humans to empathize with others, and therefore moves toward an "ideal of human society."
    • Some people think… Propaganda studiesBetween WW1 – WW2, the Institute for Propaganda Analysis defined propaganda as:"expression of opinion or action by individuals or groups deliberately designed to influence opinion or actions of other individuals or groups with reference to fixed ends.“ Harold Lasswell a socialist defined propaganda as: "Propaganda in the broadest sense is the technique of influencing human action by the manipulation of representations. These representations may take spoken, written, pictorial or musical form.“These definitions of propaganda clearly show that this was a school of thought that focused on media effects, as it highlighted the influence that media could have over its audiences attitudes and actions.
    • Some people think… Limited effectsSince the Second World War media has been associated with the ideas, methods and findings of Paul F. Lazarsfeld. His studies focused on measurable, short-term behavioural „effects‟ of media and concluded that the media played a limited role in influencing public opinion. The “Limited-Effects” Model developed by Lazarsfeld and his colleagues from Columbia was highly influential in the development of media studies. The model claims the mass media has “limited-effects” on voting patterns. Voters are influenced, rather, through the „two-step flow‟ model, the idea that media messages are spread through personal interaction with „opinion leaders‟. The model of limited- effects was so influential that the question of media “effects” on politics was left largely unaddressed until the late 1960s. Eventually Mass Communication scholars began to study political behaviour again and the limited-effects model was called into question.
    • What do you now think? Bear in mind „Chicago school‟, propaganda studies, limited effects model and anything you may have read recently.
    • Evaluation…Despite the discourse, Media has slowly become a strong part of the teaching curriculum. Many teachers who continue to teach the traditional way from the past 50 years run the risk of not being engaging and not inclusive for all the different learning styles. Traditionally teachers have been the experts downloading their knowledge to the open minds of children but with Technologies and new learning tools it forces us to change to now being facilitators of learning. We have to change the stereotype of teacher as the expert who delivers information and students as consumers of information in order to meet the needs of digital students and create independent learners. Teachers not only need to learn to speak digital, but also to embrace the language of Digital Natives (those from technology rich environments). This is supported by the fact that children now spend more time watching TV than they do in school or on any other activity. A balanced and broad Media curriculum should enable students to analyze, examine, and be informed. It should allow then to form there own Media messages through creating independent media.