bfi audience 2014
DESCRIPTION
How we could shift the focus of our teaching from Media Language & Form to Audience Expectations of texts, building confidence and fluency in deconstruction. Students can more effectively analyse technical elements of texts in context, considering what audiences want from the texts and how the text meets or challenges those 'wants'.TRANSCRIPT
THE CRITICAL MASS
AUDIENCE AS A CRITICAL COMPONENT IN DECONSTRUCTING TEXTS
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
WHERE DOES AUDIENCE 'FIT' INTO THE KEY CONCEPTS OF MEDIA STUDIES? WHERE DO YOU PLACE IT IN YOUR S.O.W?
NarraOve Audience Genre InsOtuOon Media language RepresentaOon
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
THE SESSION
q What is a common start point for acquiring media decoding skills?
q What is a common start point for acquiring reading decoding skills?
q What is an area of difficulty for students? q Using a formula for deconstrucOng unseen texts
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
WHERE DO WE START OUR TEACHING?
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
MEDIA TEXTS AND SCHEMES
• OWen start with media language -‐ deconstrucOon of media texts as a starOng point • OWen teach other key concepts as disOnct teaching points.
= TEXT ‘BLINDNESS’
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
WHERE DO WE START READING? • Schema – our pre-‐exisOng knowledge of the world • Chunking –concepts to build a bigger picture • AutomaOcy – fluency of decoding. Codes require liNle aNenOon
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
“The whole is greater than the sum of its parts” Aristotle
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
BoNom Up decoding places too much demand on working memory – fluency requires a more top-‐down approach
MEDIA/MEDIUM: INTERMEDIATE AGENCY BETWEEN TWO
Text Audience
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
Producer
Meaning/Value of the text depends of audience interpretaOon
To make sense texts, audiences acOvate schema
WHAT DO YOU TEACH OF AUDIENCE?
• Uses & GraOficaOons • Hypodermic needle • Two-‐Step Theory • CulOvaOon theory • Effects • Passive Audiences • AcOve Audiences
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
RESEARCH ON SIGNIFICANCE OF AUDIENCE: ‘Viewing as a purposeful, seeking sensaOon, a highly moOvated acOvity’ (Shimpach, 2005)
‘Viewing (being an audience) implies 'deliberate, contemplaOve pracOce…in a sustained, more or less intenOonal encounter' (Shimpach, 2005)
‘Context factors rather than textual ones account for the experiences that spectators have watching films and television' (Staiger, 2000) Gaze theory of cinema compared to glance theory of television and contemporary media
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
'Discourses on media audiences are polarised into images of an ideal public of educated, informed, culOvated and civic-‐minded ciOzens… Versus uneducated, ill-‐informed, pleasure seeking, suggesOble crowds or mass' (Butsch, 2008)
'In the triangle of author, work and public, the last is no passive part, no chain of mere reacOons , but rather itself an energy formed of history' (Jauss, 1982)
'The value of a given text derives from the gap or aestheOc distance between the text and the audience's horizon of experience and expectaOon ….value is no longer text immanent, but always dynamic’ (Jauss, 1982)
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
STUDENT WORK
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
John Lewis adverSsement ‘More than a Woman’ 1. Media Forms How is the woman’s life compressed into 60 seconds?
Consider the student response in terms of … 1. Language? 2. Focus on
QuesOon? 3. Quality? Why? Why not?
Courtesy of AQA
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
Courtesy of AQA
‘The whole is greater than the sum of its parts’ ‘The value of a text derives from the gap or aestheOc distance between the text and the audience’s experience and expectaOon ….’ Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
WHAT ARE AUDIENCE EXPECTATIONS? -‐ BASIC LEVEL
• To be entertained • To be shocked • To be lectured • To be excited • To be scared • To see something we wouldn’t usually have access to • To be informed
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
Analysing unseen texts in Media focusing on Audience ExpectaSons.
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif
CONCLUSIONS • Audience ExpectaOons is key to deconstrucOng texts • Needs higher profile • Cultural canon for Media – Unseen texts • DeconstrucOon taught in isolaOon reduces students ability to see the bigger picture and acOvate their sophisOcated Media Literacy • Ideas for AcOviOes ? Good pracOce shared ? Kate McCabe BFI 2014 St Gregory the Great Catholic School, Oxford @mediaradarguru and @evenbeNerif