I was intrigued by how similar the Core Principles of Media Literacy Education were in conjunction with the national standards in Theatre Education. Overall, the main goal for both Media Literacy Education and Theatre Education is to inspire, cultivate, and aid students in becoming free critical thinkers and process oriented creators of media and art. Within this standard are the sub goals that are catered to the different subjects but looking at the main principles of the standards it is obvious that they go hand in hand in “build(ing) and reinforce(ing) skills for learners of all ages.” (NAMLE)
First of all in Media Literacy’s 1st core principle they state that “Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create.” This principles correlates with Content Standard 7 in Theatre Education which is, “analyzing, critiquing, and constructing meanings from informal and formal theatre, film, television, and electronic media productions.” By teaching and expecting the students to put forth active inquiry, analyzing, critiquing and critical messages they are able to not only understand media and performance in the various art forms that they come in but they are able to create and perform theatre, media and art so that there understanding is put into action. In this first core principle it is clearly stated that “simply using media in the classroom does not constitute MLE (Media Literacy Education).” The theatre education standards also prove that it isn’t enough to simply use theatre or perform but to “construct social meanings from informal and formal productions” by challenging and invigorating the mind.
I also found similarities in MLE’s 5th principle and TE’s 1st and 5th standard. MLE’s 5th principle is, “Media Literacy Education recognizes that media are a part of culture and function as agents of socialization.” Like wise Theatre Education’s standards 1 and 5 are: “Script Writing by improvising, writing, and refining scripts based on personal experience and heritage, imagination, literature, and history” and “Researching by evaluating and synthesizing cultural and historical information to support artistic choices.” Both subjects are striving to integrate our various cultures whether they be past or present into media and performance. By connecting back to our roots and by using our communities and cultures we are able to gain from our community and give back to our community as well. Both TE and MLE recognize the importance of allowing and encouraging our students to use their personal experiences , cultures and influences that are in their lives. It is very difficult to write and create on things that we don’t connect or know in one way or another and we as teachers have much to learn from our students, their cultures and their personal experiences.
In closing I wish to share the last principle of MLE, “Media Literacy Education affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages.” Each of the theatre standards add to this final principle by providing students with the abilities to use their skills, beliefs and experiences to construct their own meanings from media messages through playwrighting, acting, directing, researching, comparing, analyzing and understanding. Each of the theatre standards are active standards to the principles from MLE that were created to shape and cultivate students to become well-rounded, hardworking, inspiring individuals that impact this world to grow in mind, heart and soul.
2 comments:
After reading through both the Core Principles of Media Literacy Education and the National Standards for Theatre Education, I stood them next to each other; side by side. What I saw were two different ways of saying the same thing. I came to a similar conclusion as Beau, that both of these documents were created to mold students into hard-working, independent, well-rounded individuals.
I admit, that I may be trying to shove a square peg into a round hole with this, but I think the peg fits nonetheless, however awkward it may be. I think MLE is very clearly written with that goal in mind. In fact, the purpose is stated right on the front of the Core Principles document: “The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world.”
The National Standards for Theatre Education, which were established many years ago, have a more specific purpose, geared toward Theatre, obviously. Though these standards refer to specific benchmarks in theatre, I think that they can easily fall in line with the same purpose as the Core Principles of MLE. The standards for Theatre Education are just steps along the way to fulfilling the goal of MLE.
continued from previous post...
The first Core Principle stresses the importance of critical thinking and analysis: “Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create.” So many of the Standards easily fall in line with this principle, and with a little deep thinking, I believe all of the standards reinforce this principle. In the Theatre classroom, we practice inquiry and critical thinking through playwriting (“message we…create.”), through acting (“creat[ing] a character”), through designing, through directing, through research, through comparison, through analysis of a script or a production, or through contextualizing. I think that each of the standards is represented in some way there, and you can get even more specific. Theatre Arts, is all about critical thinking and analysis.
The fourth Core Principle naturally falls in line with the Theatre Standards as well. It reads, “Media Literacy Education develops informed, reflective and engaged participants essential for a democratic society.” You could design so many lessons around this principle. I understand that not all students will naturally have a desire to be involved in democratic society. They may be apathetic to any goings-on outside of their small reality (I was!), but through Theatre, you could at least show them how to be involved, and you can ‘force’ them to get informed. You could design a playwriting assignment to write a story based of a current event, or you could create acting exercises or examine plays that center around democratic process. I know my involvement in A Few Good Men taught me so much about the judicial process! I think there are many other ways to contribute to this principle while striving to reach the National Standards for Theatre Education.
The fifth Core Principle also fits in well with the National Standards, especially Content Standard #6. The Core Principle reads, “Media Literacy Education recognizes that media are a part of culture and function as agents of socialization.” The National Standard is, “Comparing and integrating art forms by analyzing traditional theatre, dance, music, and visual arts, and new art form.” For every culture, there is a story. There are limitless numbers of ways to experience different cultures in Theatre. The Core Principle adds a sub-goal to this principles that states,” MLE addresses topics like violence, gender, sexuality, racism, stereotyping and other issues of representation.” These are some of the same things that Theatre Education addresses. Some of these principles just go hand in hand.
These three comparisons are not the only comparisons to be made. Beau found other similarities, as have many of my classmates (some to English Standards too), but I’ve only shared these three. I think that we can use the Theatre Standards as a means to reach the same goal as the Core Principles which is to “help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world.” I believe that is what our goal should be as educators, especially theatre educators.
Post a Comment