Endorses the television series entitled "Culture Shock" that views controversial art as an artifact suggesting that the arts, and controversies surrounding them, can help viewers think critically about the issues of past and present societies. Focuses on "The Adventures of Huckleberry Finn," the painting "Olympia,"…

Argues that educators should train themselves and students to understand and cope with television's power. Describes an inventory of viewing and reading habits, then discusses how three principles of teaching television are expressed in class activities. Outlines a unit that takes students from television as "just entertainment" to active,…

Discusses information literacy skills as a way to handle information overload. Explores the critical Internet viewing of 1,693 students in grades 7-9 who responded to a survey. Discusses the results on students' beliefs about information accuracy, their information evaluation strategies, and the importance of Internet information validity.…

A high school film teacher studied how students recognized messages in film, examining how film education could help students identify and analyze racial and gender stereotypes. Comparison of students' attitudes before and after the film course found that the course was successful in raising students' consciousness. (SM)

Decision cases have been used in the USA for both classroom and extension education within agriculture and natural resources. Use of cases has sometimes been limited by the extensive amount of time that may be required to assign and analyze conventional, text-based cases. Availability of video decision cases, which are visual and do not…

Media literacy education is an emerging field in the US. At the same time, accountability in public schools is soaring. Critical media literacy, with its liberatory pursuits, is very much at odds with repetition and recall. Yet media culture is persuasive and pervasive, and critical media literacy's concepts are in line with critical pedagogy. So…

Within the scholarly debate about the value of visual literacy is the belief that visual literacy bestows the skill of critical viewing, or conscious appreciation of artistry along with the ability to see through manipulative uses and ideological implications of visual images. Critical thinking is commonly viewed as argument skills, cognitive…

A study of Channel One, the 10 minutes of television news programs and 2 minutes of commercials in classrooms, described the opinions and evaluative comments of participant teachers, librarians, administrators, and students. Individual interviews and focus group discussions were conducted at eight secondary schools (four in Florida and four in…

This paper introduces five concepts that guide teachers' and students' critical inquiry in the understanding of media and visual representation. In a step-by-step process, the paper illustrates how these five concepts can become a tool with which to critique and examine film images of indigenous people. The Sani are indigenous people of the…

Opening in 1981 to moviegoers in Japan, France, and the United States, "The Gods Must Be Crazy" became an international hit. Set in Botswana, the film covers a relatively small geographic area yet nevertheless can open classroom discussions about how many cultures and how much cultural diversity can exist in a small area. It has three…

Art education can be used as a focal point in studying peace education and gender issues. One aspect of peace education is the field of human relations and that can include issues of gender. Basic concepts of patriarchy, sexism, feminism, and women's liberation can be studied through art. Finnish art education curriculum provides three areas for…

Although schools in many countries have initiated mass media education, American schools still give little consideration to any systematic study of the mass media. Students are particularly in need of learning how to apply basic critical viewing concepts to watching television, the most powerful and ubiquitous of the mass media. Most researchers…

Cites recent survey data on sources of news. Claims that a television is by far the dominant source. Discusses implications of this fact for social studies education. Tables and charts of data on news sources are included. (DB)

Considers three approaches to using entertainment films in history and social studies classes. Provides a list of Hollywood films currently available on videotape and a list of books, articles, and journals dealing with the role of film in society. (GG)

A classroom teacher and media expert explain why television reaches students in ways that other media cannot (it brings the curriculum to life, speaks to today's students, and is immediate). The article includes tips for taking charge of the channels. A spring 1992 instructor's program guide lists educationally beneficial programs. (SM)