Hobbs poses this question in the initial chapter of Digital and Media Literacy. Her question is not asked with an amused curiosity. Rather, it is a stinging indictment of the mindless perception of film and media as unfit for the classroom. What is the reason for this perception?
The benefits of studying film and other types of media, particularly in the language arts classroom, are limitless. Those of us who are avid moviegoers can rant endlessly about the aesthetic complexity and philosophical profundity of film. Even “uncultured” viewers can find thematic and artistic value in movies. Film has an immediate visceral effect on us that other art forms seem to lack, in a universal sense. You’ll find people who don’t have a passion for poetry, those who don’t have the patience or interest to walk through an art museum, and certainly those don’t have the focus to sit through a symphony concert. You’ll rarely find, however, someone who can’t rattle off a list of his or her favorite films. What better way could there be to hook the interest of young learners?
Still, the senseless aversion to film and media persists among parents, administrators, and policymakers (and I’m sure you could find a few teachers who would join the club). I’ve been trying to determine the cause--or causes--of this unwarranted negative sentiment, and it seems to me that the basic genesis of it is the fact that most of the individuals currently in charge of the educational system probably weren’t exposed to film and media in meaningful ways during their schooling. To add, film knowledge and media literacy weren’t as important to them as young learners. They didn’t grow up in a “wired” world, and as a result it is perhaps difficult for them to understand the novel needs of today’s learners. In high school, they most likely sat through a number of classes that used film as a break or a reward or some other approach that didn’t treat it like the serious art form that it is and that didn’t acknowledge the valuable educational opportunities that it provides. Regrettably, we all know the scene: teacher presses play, students go to sleep. No wonder film isn’t associated with learning.
In your opinion, what are some other reasons that such negative perceptions of film and media in the classroom persist? And what can be done to combat such perceptions?
Matt, you raise a great question that I am hoping to answer in this class. I substitute teach and the films I have encountered with students have been filler while the teacher was out. I did not have exposure to using media when I was in school, except on one occasion and have not seen it used meaningfully in the classroom. I could probably be classified as borderline "uncultured" when it comes to my background in film. My list of films to watch has grown exponentially.
ReplyDeleteI think that you are correct to say that many educators don't know how to use it meaningfully. After taking Teaching Reading and Literature last fall, I was introduced to Prezi's, wikispaces, glogster, tumblr, and many other forms of media for the classroom. I was excited and shared some of the ideas with a few teachers I have worked with and substituted for. One teacher, who I have always thought highly of, simply said, "Oh, I don't have time for that, it's just one more thing for me to grade." I walked away from her feeling disappointed and perplexed that she saw a new idea as a burden and not a way of making things interesting for her students and herself. I can't imagine not being able to try new things in the classroom, especially after 20+ years of teaching. I think of the example of the lesson on the periodic table in Chapter 5. It would make something that for years has been memorized in Chemistry classrooms so much more interesting!
As a hands on society, allowing students to create instead of fill out worksheets just makes sense. Hobbs says, "When students create messages they gain knowledge while strengthening communication and problem solving skills. They put knowledge into practice." (85). Perhaps showing these resistant administrators and educators examples of how we can implement learning with media "in place of" worksheets and memorization is our only solution. With technology today, students need to understand why it is so valuable and that it is not just for checking up on their list of 372 "friends".
We have been talking frequently about the passivity with which we view/take in all media. Perhaps the general public is more aware than they realize about how they simply absorb information without actively or critically viewing. If parents believe film to require little to no mental exertion, then it stands to reason that they would be skeptical of us "teaching" it.
ReplyDeleteOn the first day of class we were shocked at the possibilities that lie within various different visual texts. Many, if not all of us, came into the classroom admitting that when we were students film had been misused or even abused. Parents and administrators must have had similar experiences (either in their time as students or their observations of bad teaching practices).
I think we need to help parents and administrators revise their schemata. We need to address their current understanding in order to allow them to change it. I am personally planning to add a section to my course syllabus for next year outlining (in detail) my plans for using film as a text and addressing misconceptions about visual media that have arisen due to misuse.