Television and film have been used in schools since the 1960s. One of my earliest school memories is squeezing into a classroom with my excited peers and our equally excited teachers to watch the astronauts of Apollo 11 land on the moon. Technology has certainly come a long way since those grainy, black and white images were broadcast around the world in 1969 but has our use of television and film in schools kept pace?
Increasingly, schools use popular media culture such as the internet, social media and hand-held devices in innovative and creative ways as educators become aware that this helps young people feel more connection between school and their home and social lives. Larger schools invest considerable financial resources in digital video systems such as Clickview and DVC to record, share and broadcast television programs and films into classrooms. However, unlike other digital media, television and film are often still used in schools in traditional, passive ways. This may be as consumers of informative and worthwhile programs or simply as a treat at the end of term or when sport is cancelled (Harrett & Benjamin, 2009).
In this blog, I will first share some ways which innovative educators suggest television and film can be used in the classroom to stimulate creativity and to provide a further connection between children’s social practices and their educational experiences. I will then discuss how reflective literacy activities using television can develop students’ general capabilities as outlined in the Australian Curriculum.
Children from a very early age are exposed to popular culture in multi-textual formats. Leonie Arthur (2001) gives the example of Winnie the Pooh which is available in traditional print form but which is just as likely to be experienced by young children on television, in computer games, board games, play dough or Lego. By interacting with these text types children can develop a range of literacy practices such as following instructions for games, consulting diagrams, and creating backgrounds for stories (Arthur, 2001). At the same time, children’s prior knowledge is being acknowledged and valued.
Children can be encouraged to use television and other popular culture characters creatively to “innovate, improvise, subvert and reinterpret characters and plots” (Arthur, 2001, p. 303). The development of critical and creative thinking skills is one of the Australian Curriculum’s seven general capabilities. Over the course of their schooling, students should develop the skills which “support them in becoming successful learners, confident and creative individuals and active and informed citizens” (Australian Curriculum, Assessment and Reporting Authority, n.d.). Linking literacy activities to children’s prior knowledge of popular culture characters seems an excellent way of beginning their creative journey.
In British nursery schools, a research program engaged children in literacy experiences through the use of the Teletubbies (Arthur, 2001). The children in this program, mostly boys from low socio-economic and bilingual backgrounds, had not previously engaged with their educators, but showed a positive response to literacy activities when they were linked to the Teletubbies. Perhaps this program would not even have been attempted following the Teletubbies controversy discussed in the Blog TV Villians: Media Panics!
A program to enhance literacy of older children was trialled in Wales using the theme of the television series “Doctor Who” (Harrett & Benjamin, 2009). The aim was to improve the standard of creative writing although some episodes provided cross-curricular links to history, science, music and geography. Even using a short video like the following BBC trailer for Doctor Who could be a motivating creative writing stimulus.
Some classes in the Doctor Who trial then went on to use media to create their own digital stories which is becoming an increasingly popular way for children to publish their work. My experience as a teacher is that children love to see their work published on a screen. They also love to see themselves on screen and combining the two could be a motivating way to encourage children to create and share their writing.
As already discussed in the Blog “Combatting Stereotypes” there is also a role for television and film to be used in schools to discuss and critique cultural values. Through television and film, whether intentionally or not, we are often exposed to dominant values at the expense of the ethnic or gendered “other” and it is important for young people to be aware of this and reflect upon it (Pohan & Mathison, 2007). Developing ethical behaviour, including an understanding of ethical principles, values and virtues and developing intercultural understanding are also two of the Australian Curriculum’s seven general capabilities (Australian Curriculum, Assessment and Reporting Authority, n.d.).
Well selected television and film (including popular cartoons) can provide a context for discussion about cultural diversity, working together, resolving conflicts and compromise. These are personal and social competencies which is another of the Australian Curriculum’s seven general capabilities (Australian Curriculum, Assessment and Reporting Authority, n.d.). For younger children, positive films about team work include A Bug’s Life and Toy Story and for older students, The Lord of the Rings trilogy. Films and television programs which send negative messages could be changed by students re-writing a part of the script or adapting character descriptions or roles to give positive messages.
Selecting appropriate resources will be critical and will of course depend on the teacher’s knowledge of students’ existing knowledge, beliefs and experiences (Pohan & Mathison, 2007). Here are some guidelines from Berry for teachers who are planning reflective literacy activities using television (in Pohan & Mathison, 2007, p. 24):
- Be aware of the role and instructional power of television in our culture;
- Understand how to design meaningful assignments;
- Possess the ability to teach students how to evaluate program content; and
- Educate and inform parents/caregivers about the use of television in school, as well as strategies to monitor television viewing at home.
“It rots your brain,” claimed Grandma, talking about television in an episode of Doctor Who set in 1953 (in Harrett & Benjamin, 2009). In the hands of innovative educators, it certainly won’t!
References
Australian Curriculum, Assessment and Reporting Authority. (n.d.). General capabilities. [Web log post]. Retrieved October 21, 2011 from http://www.australiancurriculum.edu.au/English/General-capabilities#Critical-and-creative-thinking
Arthur, L. (2001). Popular culture and early learning literacy. Contemporary Issues in Early Childhood 2(3), 295-308. Retrieved from http://www.wwwords.co.uk/pdf/validate.asp?j=ciec&vol=2&issue=3&year=2001&article=Arthur_CIEC_2_3
BBC. (2010, February 20). New Doctor Who trailer featuring the Doctor and Amy! - BBC One. [Video file]. Retrieved from http://www.youtube.com/watch?v=EpbmMhNe6aA
ClickView. (2011). The digital video solution for schools [Web log post]. Retrieved from http://www.clickview.com.au/
Command Systems. (2011). About DVC [Web log post]. Retrieved from http://www.commandsystems.com.au/dvc/about-dvc
Harrett, J. & Benjamin, T. (2009). Travel with a time lord: using media to enhance literacy. Literacy 43(3), 134-142. DOI: 10.1111/j.1741-4369.2009.00510.x
Pohan, C. & Mathison, C. (2007). Television: Providing powerful multicultural lessons inside and outside of school. Multicultural Perspectives 9(1), 19-25. DOI: 10.1080/1520960701333757.
The Lord of the Rings: Fellowship of the ring official theatrical trailer. (2001). [Video file]. Retrieved from http://www.youtube.com/watch?v=Pki6jbSbXIY
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