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BFI Audience 2014

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How we could shift the focus of our teaching from Media Language & Form to Audience Expectations of texts, building confidence and fluency in deconstruction. Students can more effectively analyse …

How we could shift the focus of our teaching from Media Language & Form to Audience Expectations of texts, building confidence and fluency in deconstruction. Students can more effectively analyse technical elements of texts in context, considering what audiences want from the texts and how the text meets or challenges those 'wants'.

Published in: Education, Spiritual

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  • 1. THE  CRITICAL  MASS AUDIENCE  AS  A  CRITICAL  COMPONENT    IN  DECONSTRUCTING  TEXTS   Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 2. WHERE  DOES  AUDIENCE  'FIT'  INTO  THE  KEY  CONCEPTS  OF   MEDIA  STUDIES?  WHERE  DO  YOU  PLACE  IT  IN  YOUR  S.O.W?  NarraOve   Audience   Genre   InsOtuOon   Media  language   RepresentaOon   Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 3. THE  SESSION q         What  is  a  common  start  point  for  acquiring  media   decoding  skills?   q         What  is  a  common  start  point  for  acquiring  reading   decoding  skills?   q     What  is  an  area  of  difficulty  for  students?   q         Using  a    formula  for  deconstrucOng  unseen  texts     Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 4. WHERE  DO  WE  START  OUR  TEACHING?   Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 5. MEDIA  TEXTS  AND  SCHEMES •   OWen  start  with  media  language  -­‐  deconstrucOon   of  media  texts  as  a  starOng  point   • OWen  teach  other  key  concepts  as  disOnct  teaching   points.     =  TEXT  ‘BLINDNESS’   Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 6. WHERE  DO  WE  START  READING?   • Schema  –  our  pre-­‐exisOng   knowledge  of  the  world     • Chunking  –concepts  to  build  a   bigger  picture   • AutomaOcy  –  fluency  of  decoding.   Codes  require  liNle  aNenOon   Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 7.   “The  whole  is  greater  than  the   sum  of  its  parts”       Aristotle Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif   BoNom  Up  decoding  places  too  much  demand  on  working  memory  –  fluency  requires  a  more  top-­‐down  approach  
  • 8. MEDIA/MEDIUM:  INTERMEDIATE  AGENCY  BETWEEN  TWO Text   Audience   Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif   Producer   Meaning/Value  of  the  text  depends  of   audience  interpretaOon   To  make  sense  texts,  audiences   acOvate  schema  
  • 9. WHAT  DO  YOU  TEACH  OF  AUDIENCE?   • Uses  &  GraOficaOons   • Hypodermic  needle   • Two-­‐Step  Theory   • CulOvaOon  theory   • Effects   • Passive  Audiences   • AcOve  Audiences   Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 10. RESEARCH  ON  SIGNIFICANCE  OF  AUDIENCE: ‘Viewing  as  a  purposeful,  seeking  sensaOon,  a  highly  moOvated  acOvity’  (Shimpach,   2005)   ‘Viewing  (being  an  audience)  implies  'deliberate,  contemplaOve  pracOce…in  a   sustained,  more  or  less  intenOonal  encounter'  (Shimpach,  2005)   ‘Context  factors  rather  than  textual  ones  account  for  the  experiences  that  spectators   have  watching  films  and  television'  (Staiger,  2000)       Gaze  theory  of  cinema  compared  to  glance  theory  of  television  and  contemporary   media   Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 11. 'Discourses  on  media  audiences  are  polarised  into  images  of  an  ideal  public  of  educated,   informed,  culOvated  and  civic-­‐minded  ciOzens…  Versus  uneducated,  ill-­‐informed,  pleasure   seeking,  suggesOble  crowds  or  mass'  (Butsch,  2008)     'In  the  triangle  of  author,  work  and  public,  the  last  is  no  passive  part,  no  chain  of  mere   reacOons  ,  but  rather  itself  an  energy  formed  of  history'  (Jauss,  1982)     'The  value  of  a  given  text  derives  from  the  gap  or  aestheOc  distance  between  the  text  and   the  audience's  horizon  of  experience  and  expectaOon  ….value  is  no  longer  text  immanent,   but  always  dynamic’  (Jauss,  1982)       Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 12. STUDENT  WORK Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 13. Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 14. John  Lewis   adverSsement   ‘More  than  a   Woman’     1.  Media  Forms     How  is  the   woman’s  life   compressed  into   60  seconds?       Consider  the   student  response  in   terms  of  …       1.  Language?     2.  Focus  on   QuesOon?     3.  Quality?                Why?  Why  not?   Courtesy  of  AQA  
  • 15. Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif   Courtesy  of  AQA  
  • 16. ‘The  whole  is  greater  than  the  sum  of  its  parts’       ‘The  value  of  a  text  derives  from  the  gap  or  aestheOc   distance  between  the  text  and  the  audience’s  experience   and  expectaOon  ….’       Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 17. WHAT  ARE  AUDIENCE  EXPECTATIONS?    -­‐  BASIC  LEVEL •  To  be  entertained   •  To  be  shocked   •  To  be  lectured   •  To  be  excited   •  To  be  scared   •  To  see  something  we  wouldn’t  usually  have  access  to   •  To  be  informed   Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 18. Analysing  unseen   texts  in  Media   focusing  on   Audience   ExpectaSons. Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 19. Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 20. Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 21. Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif  
  • 22. CONCLUSIONS •  Audience  ExpectaOons  is  key  to  deconstrucOng  texts   •  Needs  higher  profile   •  Cultural  canon  for  Media  –  Unseen  texts   •  DeconstrucOon  taught  in  isolaOon  reduces  students  ability   to  see  the  bigger  picture  and  acOvate  their  sophisOcated     Media  Literacy   •  Ideas  for  AcOviOes  ?  Good  pracOce  shared  ?   Kate  McCabe  BFI  2014  St  Gregory  the  Great  Catholic  School,  Oxford    @mediaradarguru  and  @evenbeNerif