October 6, 2011
Therapy through the Arts ("Interactions between Movement and Dance, Visual Images, Etno, and Physical Environments" by Allison Jane Singer) [*]
The article by Singer comes from her fieldwork experience in Belgrade, Serbia between 2001 and 2002. There, she spoke with a non-governmental organization (NGO) called Zdravo da ste (Serbian for "Hi, Neighbour") that uses the arts as a means of therapy for child and adult refugees devastated by war. The workshops developed by Zdravo da ste help the children escape their "frozen" state inhabited from the days of warfare. The visual, aural and narrative elements of the workshops bring out past memories and transform these memories into a fulfilling experience that give the children a sense of belonging.
This approach to psychological support for victims of war is a unique one, and certainly not one I have encountered before. Perhaps it is easier to facilitate a program in places like Serbia, a former Yugoslav state whose people have had to rebuild extensively following the aftermath of war. The attachment theory suggests that the children here have developed a rapport with the facilitators during their experience with Zdravo da ste. It is them that brought the young refugees from the world of disaster to the world of safety.
The article by Singer comes from her fieldwork experience in Belgrade, Serbia between 2001 and 2002. There, she spoke with a non-governmental organization (NGO) called Zdravo da ste (Serbian for "Hi, Neighbour") that uses the arts as a means of therapy for child and adult refugees devastated by war. The workshops developed by Zdravo da ste help the children escape their "frozen" state inhabited from the days of warfare. The visual, aural and narrative elements of the workshops bring out past memories and transform these memories into a fulfilling experience that give the children a sense of belonging.
This approach to psychological support for victims of war is a unique one, and certainly not one I have encountered before. Perhaps it is easier to facilitate a program in places like Serbia, a former Yugoslav state whose people have had to rebuild extensively following the aftermath of war. The attachment theory suggests that the children here have developed a rapport with the facilitators during their experience with Zdravo da ste. It is them that brought the young refugees from the world of disaster to the world of safety.
Rock Music and Music Videos (Children, Adolescents and the Media) [*]
Well before the era of the "MTV Generation", popular recording artists were infusing innuendo into their lyrics. Many early blues artists delivered some suggestive content that easily went past the radar. The same went for musicians during the rock rebellion of the 1950s, which caused televised performances to be given "moral" standards and hysterical fans to be placed under tight control (Ehrenreich, 2007) [*]. Today's lyrics are a lot less subtle and more upfront, much to the chagrin of uptight censors and concerned parents. Nonetheless, popular music remains a tool for youthful independence. The authors opine that although youth enjoy the aural medium of music, television continues to be important, with the music video as a visual addition to the listening experience.
I appreciate that the authors do not simply resort to denouncing the music of today, as I find it to be an invalid argument for the negative effects on children. While I do agree that it is a factor, there is so much more to why kids feel compelled to hold negative attitudes. Also, this would be more applicable to teenagers than younger children, as they are at that point of stress and insecurity. Music can serve as a relieving escape from this stress.
Well before the era of the "MTV Generation", popular recording artists were infusing innuendo into their lyrics. Many early blues artists delivered some suggestive content that easily went past the radar. The same went for musicians during the rock rebellion of the 1950s, which caused televised performances to be given "moral" standards and hysterical fans to be placed under tight control (Ehrenreich, 2007) [*]. Today's lyrics are a lot less subtle and more upfront, much to the chagrin of uptight censors and concerned parents. Nonetheless, popular music remains a tool for youthful independence. The authors opine that although youth enjoy the aural medium of music, television continues to be important, with the music video as a visual addition to the listening experience.
I appreciate that the authors do not simply resort to denouncing the music of today, as I find it to be an invalid argument for the negative effects on children. While I do agree that it is a factor, there is so much more to why kids feel compelled to hold negative attitudes. Also, this would be more applicable to teenagers than younger children, as they are at that point of stress and insecurity. Music can serve as a relieving escape from this stress.
October 20, 2011
Interacting with Visual Arts (Body Knowledge and Curriculum by Stephanie Springgay) [*]
The introduction of Springgay's Body Knowledge and Curriculum states that there are many ways in which children create and explore visual arts through bodily processes. The book uses a research study at an alternative school in Vancouver, where more touch-based forms of learning are incorporated in the lessons and activities. The goal is not only to unleash the students' creative potential, but to test a pedagogy that reinforces more tactile means of learning in the hopes of forming a more engaging environment.
The idea sounds like one that can easily be applied to regular school curricula, instead of being confined to alternative environments. A learning environment that features applications of embodiment would be engaging for students and educators alike. I am reminded both of Steele's hands-on expression of language through drawing (see September 15) and of the unofficial/official curriculum (see my media analysis) when reading of Springgay's research.
The introduction of Springgay's Body Knowledge and Curriculum states that there are many ways in which children create and explore visual arts through bodily processes. The book uses a research study at an alternative school in Vancouver, where more touch-based forms of learning are incorporated in the lessons and activities. The goal is not only to unleash the students' creative potential, but to test a pedagogy that reinforces more tactile means of learning in the hopes of forming a more engaging environment.
The idea sounds like one that can easily be applied to regular school curricula, instead of being confined to alternative environments. A learning environment that features applications of embodiment would be engaging for students and educators alike. I am reminded both of Steele's hands-on expression of language through drawing (see September 15) and of the unofficial/official curriculum (see my media analysis) when reading of Springgay's research.
Using the Five Senses More Effectively ("Other Ways to Wisdom" by Constance Classen) [*]
Often, there are mainly two of the five senses used for learning about the world: the senses of sight and hearing. This chiefly occurs in Western learning environments, due to the classic perception of hearing and seeing as part of a more "civilized" way of learning. However, there are parts of the world where all five senses are mandatory for a full learning experience (local tribes in Venezuela and Mexico, for example, use their sense of smell, touch and taste to help guide them).
I can see that Classen is encouraging the use of all senses in learning. Part of the problem is that Western learning is often restricted to the domain of the classroom. To gain a better understanding of the natural world, one must actually be immersed in it firsthand. As we are always learning in life through exposure of the natural world, this is easier to do than imagined.
Often, there are mainly two of the five senses used for learning about the world: the senses of sight and hearing. This chiefly occurs in Western learning environments, due to the classic perception of hearing and seeing as part of a more "civilized" way of learning. However, there are parts of the world where all five senses are mandatory for a full learning experience (local tribes in Venezuela and Mexico, for example, use their sense of smell, touch and taste to help guide them).
I can see that Classen is encouraging the use of all senses in learning. Part of the problem is that Western learning is often restricted to the domain of the classroom. To gain a better understanding of the natural world, one must actually be immersed in it firsthand. As we are always learning in life through exposure of the natural world, this is easier to do than imagined.
October 27, 2011
Educational Media (Children, Adolescents and the Media) [*]
The writers found that children are more engaged with media - television, video games, the internet and the like - than anything else early in their lives. As such, it makes sense that there would be media developed to educate and inspire young minds. In the past, and especially before the 1970s, there was a major dearth of children's educational television programming due to a lack of policy in place at the time, and the fact that adult programs were more marketable. Even when the American government passed the Children's Television Act in 1990, the law was still riddled with ambiguities that made networks continue to pursue the bottom line of making money. Of course, this may be justified since more money can go into more high-quality children's shows, but too often is the money used for other means.
There are also concerns over what children are learning from media and the value of what they learn. Children-oriented media tend to place emphasis on the "prosocial" elements. The idea is to fuel creativity, develop literacy skills and reinforce social values for later life. However, as I have stated in my media analysis, technologies such as television or the computer have yet to be taken seriously as educational tools.
It is true that children need something other than the classroom to enhance their learning, and that is where educational media come in. They not only have the capability to enrich children, but also to engage with and entertain them. Although overdependence on these media can have adverse effects, they still manage to function as part of an effective learning experience.
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The writers found that children are more engaged with media - television, video games, the internet and the like - than anything else early in their lives. As such, it makes sense that there would be media developed to educate and inspire young minds. In the past, and especially before the 1970s, there was a major dearth of children's educational television programming due to a lack of policy in place at the time, and the fact that adult programs were more marketable. Even when the American government passed the Children's Television Act in 1990, the law was still riddled with ambiguities that made networks continue to pursue the bottom line of making money. Of course, this may be justified since more money can go into more high-quality children's shows, but too often is the money used for other means.
There are also concerns over what children are learning from media and the value of what they learn. Children-oriented media tend to place emphasis on the "prosocial" elements. The idea is to fuel creativity, develop literacy skills and reinforce social values for later life. However, as I have stated in my media analysis, technologies such as television or the computer have yet to be taken seriously as educational tools.
It is true that children need something other than the classroom to enhance their learning, and that is where educational media come in. They not only have the capability to enrich children, but also to engage with and entertain them. Although overdependence on these media can have adverse effects, they still manage to function as part of an effective learning experience.
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_Drugs and the Media (Children, Adolescents and the Media) [*]
The depictions of drugs and their users in media have become more "real", especially when informing children of the dangerous effects of drug and alcohol abuse. Statistics from the reading presume that someone that discovers their "gateway drug" is more likely to do so in their teenage years. In response to the harm this has done - and the potential harm it can do - many anti-drug public service announcements (PSAs) have been created for television and billboards. Although the imagery may range from the subtle to the graphic, all have a unified message: "just say no". Other approaches to combatting drug abuse suggested by the reading include more media literacy programs, new rules for the entertainment industry and restrictions on tobacco and alcohol sales.
These approaches are interesting, and may help to decrease the amount of drug use for teens. However, the responsibility is on the parents to talk with their kids about this situation, regardless of how many policies are passed. It is not necessary to revisit past efforts such as Prohibition for stores or the Hays Code for film to ensure a healthier lifestyle (Bynum, 2006; Hallowell, 1988) [*].
The depictions of drugs and their users in media have become more "real", especially when informing children of the dangerous effects of drug and alcohol abuse. Statistics from the reading presume that someone that discovers their "gateway drug" is more likely to do so in their teenage years. In response to the harm this has done - and the potential harm it can do - many anti-drug public service announcements (PSAs) have been created for television and billboards. Although the imagery may range from the subtle to the graphic, all have a unified message: "just say no". Other approaches to combatting drug abuse suggested by the reading include more media literacy programs, new rules for the entertainment industry and restrictions on tobacco and alcohol sales.
These approaches are interesting, and may help to decrease the amount of drug use for teens. However, the responsibility is on the parents to talk with their kids about this situation, regardless of how many policies are passed. It is not necessary to revisit past efforts such as Prohibition for stores or the Hays Code for film to ensure a healthier lifestyle (Bynum, 2006; Hallowell, 1988) [*].