The sense of television nor univocal nor must become an imperative message. The viewer can always retrieve it for their own interests: it is an achievement of freedom you have to register on the capacity of reinterpretation and recreation of the proposals that come to us from the displays.
(Pérez Tornero)
José Manuel Perez Tornero is a professor at the Autonomous University of Barcelona and Unesco. PhD Studies Director of the Department of Journalism and Communication Sciences (UAB). His topics of interest include: education and communication, information, cultural and educational genres, media education and media discourse. Excel in their academic production: The educational challenge of television (Polity Press, 1994), Prospects 2014: Technology and pedagogy in the classroom. . (Planeta, 2015), Writing for the Web (UOC, 2014)
His method of teaching television includes three dimensions: technological, linguistic and discursive . Television is a device technical collection, transmission and audiovisual record. Constructs images of reality, of the stimuli from the outside world. Satellite broadcasts messages, globalize the Internet. Collects and stores images and sounds for audiovisual historical memory. Television is a language syncretic . It combines languages depending on plot and semantic criteria such as: images, dialogues, sounds, music and editing. TV is also a speech , consisting of topics sense, embedded in a sociocultural context. The audiovisual speech “is perceived by recipients as an entity with specific weight before they develop habits and appropriate and consistent customs, and even certain procedural rules allowed. Thus television acquires its true social dimension. ”
Critical reading, intelligent look
The critical reading of television is immersed in the implicit message content to assess values and counter values and senses apparently univocal. This type of reading seeks to detect the intended message transparency, in order to refute them, question them and discuss them in the context of everyday life. “ Television provides us, in itself, a possible world, but we do not accept obediently, but we enter into this world and we enseñoreamos their assumptions to precisely provide our subjectivity and our creativity . “
the intelligent reading of television, consider these issues:
-Discover the pragmatic purpose of the television message . the purpose of the message is recognized, what you propose, what kind of intentionality manifested in it or not. “Before a television program, it should be possible to try to show, its purpose. Provoking an idea, a commitment to someone, enhance consume, show the private life of someone, follow the course of today” the reading will be warned, attentive and constructive if we are able to identify the ideological proposal of the issuer, the myths of television programs and the influence of the messages on public and private sphere. It is essential to create an environment of confidence in the classroom. In this way the student can freely express their ideas
-. Recognize the thematic and narrative levels of television genres . This aspect is to make aware the narrative structure of the story, the themes, the point of view of the characters in the plot. “A television program can allow diving in documentation and information on the subject or the proposals thereof. The medium then becomes not the only source of information, but the opportunity to use sources other than “
-. Identify the formal level ever . the form of expression of the message is examined, camera movements, flat scales, editing, lighting, iconography. These elements enrich the general sense of history. “Any TV introduces an aesthetic and style. You can therefore stimulate thinking and creative and formal work: about colors, harmonies, rhythms, balances or contrasts, ruptures and continuities “
– Describe the contextual relations and co-textual . Television programs acquire multiple meanings when it relates to a historical and cultural context. Instead, the “ co-text” refers to other television and film texts. Some advertisements refer to a sequence of a film well known to attract consumer interest
-. Develop alternative proposals and compare stories . It is to imagine other stories and other end. “The reality and the value of a program can only be grasped by comparing it with others, finding similarities and differences ultimately capturing the system in which you can enroll, finding the paradigm from which they come.”
-Desmitificar technology. A pedagogical training on television technology considers the origin of such technology, its history and its impact on humanity. Also considers the operation of appliances, televisions, responsible use of the remote control, video players and other home technologies. “A technology is never a priori determination that should be considered as an assumption. After its development and configuration have been countless political, cultural or economic decisions that have been built up gradually. Therefore, when installed in a society, find easy accommodation and obvious correspondences with other circumstances of their environment. “
It is essential to encourage intelligent reading of television in school. A conscious and creative use of this medium is to learn basics about their linguistic, technological and discursive dimension. “Knowing how to use television requires, first, a conscious, not automatic or reflex act, an intentional act of will directed by a purpose, demand to know the functioning of the media and pragmatic possibilities. And all this in a practical and comprehensive manner. “If this type of audiovisual competition is not encouraged to be an instrumental and routine use of the medium. The educational challenge of television is to strengthen democracy at the global level. Very threatened by barbarity, fundamentalism and unbridled corruption.
Thinking Pérez Tornero
Living with television
” a teacher asks his students about a program; a group of friends that debate on a television content, these are all communicative situations in which words and language used to produce an estrangement, to distance the language of television. “
media literacy is the responsibility of all
“media literacy required by the new circumstances can only be the result of the convergence of efforts by family and educational institutions, governments and authorities that relate to the media, civic associations, industry and professionals, as well as the media and in general, all civic institutions that depend on the participation and public activity “.
TV competition
“The educational need to strengthen this television competition is clear: anyone purporting to teach any subject would think using a book without ensuring known use. It is not possible or television or educate educate critically whether to use previously not available some competition in the middle “.
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