| Popis: |
Assessing learning progression in Media Education is an area of study which has been largely neglected in the history of the subject, with very few longitudinal studies of how children learn to become "media literate" over an extended period of time. This thesis is an analysis of data over three years (constituted by the production of digital video work by a small group of secondary school students) which attempts to offer a more extended account of this learning. The thesis views the data through three concepts (or "lenses") which have been key to the development of media education in the UK and abroad. These are Culture, Criticality and Creativity, and the theoretical perspectives that the thesis should be viewed in the light of include the work of Bourdieu, Vygotsky, Heidegger and Hegel. The examination of the student production work carried out in the light of these three lenses suggests that learning progression comes about because of a relationship between all three, the key metaphorical idea put forward by the thesis that describes that relationship is the dialectic of familiarity. This suggests that for media education at least, the learning process is a dialectic one, in which students move from cultural and critical knowledge and experiences that are familiar -or thetic - to ones that are unfamiliar, and hence antithetical. Over time this antithetical knowledge becomes familiar and students synthesise together their popular cultural and critical experiences with the critical experiences that they have in the media classroom. This synthesis is driven by the creative act of production work, which brings together the cultural and the critical, the familiar and unfamiliar. It is this key metaphor then, that offers an account of learning progression in media production, and the relationship of that process to creativity, criticality and popular culture. |
