Media, Interpretations

Media is a form of art that is ever changing.  Therefore, media education has come to be defined as conceptual understandings, where the information presented does not specify a particular object of study, or specific body of knowledge to be taught.  Buckingham states that Media has to be based on key concepts rather then specific material to be taught because otherwise the material would constantly be changing to out of date.

            The fact that media is constantly changing could be viewed as a struggle and as a result make it difficult and maybe not even worthwhile to teach in a classroom.  But on the flip side, the fact that media is constantly changing means that there are endless possibilities to how it can be used and applied in a theatre classroom without the restrictions of other subjects. 

            In reading over Sarah’s comments I loved her various examples and endless discussion questions.  Sarah stated, “I could go on and on and on. The reason I chose to focus just on the concept of differing interpretations is for this very reason - you can go in so many different directions with it! Sarah focused her response on interpretations and I would like to add to that idea by discussing not only the endless interpretations but also the endless possibilities available for the use of Media in the classroom.  Sarah said “while you can attempt to get your audience to see something in a specific way . . . there are always going to be people that will either refuse or be unable to see things the way you want to see them.” 

The study and incorporation of media is full of variations and interpretations for what and how new media should be used. Buckingham states that in analyzing media you should incorporate the following key concepts:

Production - production processes, merchandising, international distribution

Language -  genre (the sitcom), form  (animation), codes and conventions

Representation - realism, stereotyping, moral values, images of the family

Audience  - targeting audiences, interpretations, influences, pleasures (comedy) (page 64).

            A class project I would like to do in my classroom would be while studying theatre history and how history itself influenced various forms of art.  For instance in looking at the World War II time period I would have students choose to watch a live action film, or animated film and a theatrical performance that occurred between 1930-1955, and analyze how each was influenced and what message each was trying to portray.  The students would be in groups analyzing and have to give a 20-minute presentation on their findings in a way that represents their findings.  This could be done through media, performance, powerpoint, etc.   In order to compare and contrast these various forms of media, their research would be guided to focus on Buckingham’s key concepts, why/how was each produced, what code, convention or form was used, what is each representing and how do they relate/contrast and what audience were they trying to reach and do you think they were successful?

       

     Similar to Sarah’s comments I would love to lead this unit with discussions.  Students need to understand that before we dive into using and analyzing media how to better understand it.   Buckingham states “There is …a recognition that there are things that students do not know, and which they need to be taught” (page 69).  For instance, in the above project idea I could provide lessons describing general history at the time of WW II as well as live action film, animation and theatrical history at the time.  We could have a class discussion on the use of propaganda and it’s significance during the wartime and how that propaganda was evidenced in the media and arts.

            Just as Sarah gave the example of the “Duck! Rabbit!” there are many different interpretations and opinions of WWII and those were made evident in the art and Media.  These varieties would lead to discussions of why were their so many interpretations?  How was the arts influenced?  Why were they influenced?  Why did the government rely so heavily on media and the arts?  Was the propaganda a success?  How are media and the arts being used in today’s society as propaganda? 

            Buckingham provides valuable key concepts that help to provide scaffolding for teaching students media and then building on that media through projects and discussion.  The best part about incorporating media in to the classroom is that you can go so many different directions and introduce  your students to various interpretations and help to teach them to create interpretations of their own!