I really appreciated the Appendix suggestions in the Seeing and Writing 4 book. I have some working knowledge of each of these subjects, but still the book brought up some good points to look for, especially with the relatively newer medias like photography and advertising. As I looked through the MLE Core Principles and then revisited the Theatre standards, I saw a plethora of possibilities opening up. Theatre is a medium that facilitates other kinds of media so easily! For instance, the idea of using photographs as projections within a show, is not necessarily new, but my ability and working knowledge of how to do so is. And understanding all the significance of doing something like that is a great thing to teach in a classroom. For then one must not only look at the scene being played, but also at the photograph (or scenic painting for that matter) behind the scene being played. In looking at images the book specified "the easiest way to begin reading an image is to determine its story" (737). Think looking at the individual story of an image compared with the story being told in the theatre scene could add depth to learning. Obviously this is only one example, but I really like the idea of putting two different forms of media side by side and reading their stories, using the techniques suggested in the book. I think this practice will only enhance understanding. For instance if we're studying a script by Shakespeare, putting a modern day image (or poem or advertisement) that construes a similar thing might be an interesting method of analyzing the piece. It would definitely add elements of historiography to our discussion, and I think this is one way that we could integrate media into our lessons based on the standards for drama we've been given.
I think you're really on to something here. When I read "the easiest way to begin reading an image is to determine its story", my brain jumped right to where yours did. I was just thinking about the class I just had last semester where we were taught how to use process drama in the elementary classroom. Essentially, you take a story or an image and you build a performance around it to enhance a deeper understanding of the material being covered.
ReplyDeleteThe CPMLE encourage this. Even in just looking at some of the titles of the core principles-
#1 Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create.
#6 Media Literacy Education affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages.
-we can see that the media can be used to better understand the world and the people around us - which is also what the P21 Skills are all about. Under creativity, one of the objectives is "Being open and responsive to new and diverse perspectives".
One of the reasons theater is so powerful is because it allows for actors, audience members, and STUDENTS to better understand the people around them. The CPMLE doesn't work against that goal - it adds a new element to it. It can better help your students more closely observe the theater and even more importantly, the world around them. And, as theater educators, aren't we trying to do just that?