An Approach to the Teaching of Television in Secondary Schools.

Autor/inn/en	McMahon, Barrie; Quin, Robyn
Titel	An Approach to the Teaching of Television in Secondary Schools.
Quelle	(1986), (30 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Critical Thinking; Cultural Influences; Curriculum Enrichment; Foreign Countries; Ideology; Instructional Innovation; Marketing; Mass Media; Models; Research Methodology; Secondary Education; Stereotypes; Study Skills; Telecommunications; Television Research; Australia + Suchen Sie Ihr Suchwort? Kritisches Denken; Cultural influence; Kultureinfluss; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Ausland; Ideologie; Educational Innovation; Bildungsinnovation; Massenmedien; Analogiemodell; Research method; Forschungsmethode; Sekundarbereich; Klischee; Studientechnik; Telekommunikationstechnik; Australien
Abstract	This paper outlines the writers' views on the domains and goals of media studies in different Australian states, and stresses the need to study the relationship between the media systems, products, and culture. An analytical model for teaching television studies is discussed, the aims of which are to: (1) introduce the study in a manner that will engage students' interest and involvement; (2) develop some fundamental understanding of the social function of the media; and (3) enable students to be ultimately independent of teacher guidance and short term props. It is suggested that teaching start with the known, i.e., the narrative; to problematize it by addressing notions of form; to denaturalize the television image by examining codes and conventions; and to apply the concepts developed to representations, such as stereotypes. Throughout, attention is drawn to the ideological underpinnings of the meanings received on television, and various activities are suggested to help students gain long term independence in media interrogation. The method described is characterized as simple, clearly developed from the known (narrative) to the unknown (ideology), and accessible to teachers and students. Appended are examples of student activities. (4 end notes) (CGD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC