As far as exploring difference is concerned, I think that the line in "Cool Like Me" says it all, "But her real experience of us is limited to the space between her Honda and her front gate; thus, much of what she has to go on is the vibe of the surroundings and the images emanating from the television set..." EXACTLY! I think we're right in thinking that the media portrays our world from one side, usually. It shows racism and impossible body images as if they are all there is in our world. But really that's just one experience or one neighborhood 'vibe' among the millions out there, even in America. I think that in order to engage the media in our classrooms to better explore difference we should encourage our students to talk about and record their own experiences with different issues instead of internalizing and owning everything they see on TV. This has nothing to do with politics, not really anyway. It doesn't have anything to do with who's right or wrong, but about what their own personal experiences tell them about the world. NO ONE can refute or discredit what you have actually experienced. But how can they have any experiences unless they are encouraged to try new things, meet new friends, trust new people, and leave the TV off. This might sound like a really bad example, but for instance, if there's a general lack of respect being displayed for the elderly in the community (or just older teachers at the school) the media may be perpetuating the notion that older people are stupid, useless, boring, or mean. It's not that hard to believe when you pay attention to some of the programs on TV now that show parents and the elderly as forgetful, unfair, or even stupid. We could ask our students to interview someone in that age range and they must return with a reason why that person is NOT what the media shows them to be. You could do this with all kinds of stereotypes. This may help students understand that what is being taught by the media is not always true across the board. I think from a director's stand, it is my responsibility to be the one to break the mold by casting talented girls who may not "look the part". I understand that perhaps sometimes there is a certain look that goes with a concept of a show, but in the high school classroom where education and gaining experience is the whole point, there is no need or room for that. The problem with our society today, from my experience, is that the adults in our children lives seldom discuss these media lies and misconceptions with them...which, by default, begins supporting the messages. If we do not want the students believing everything they see, then we must lead by example and do something different....like casting the 'unexpected' actor.
I have a difficult time with articles and discussions about racism and sexism. I hate bigotry and unfairness, but I personally have not had the horrible experiences that others have had with it. Many will argue that it's because I'm a white girl who was born and raised in a white community that didn't have any conflict, but that's an unfair assumption that cannot be made until they know my own history.
I'm not saying I know more than any other 24 year old, but just trying to explain that in my personal experience of traveling and living all over the country (and 8 foreign countries) this hatred and negativity that the media portrays and claims to be so prevalent has not shown itself to me as much. I guess my question is how can I relate to or address the issues that my students may have or think they have, when I do not have the same experience? Empathy and understanding can only go so far in covering for the lack of personal experience. I'm not saying that I've NEVER experienced sexism or bigotry; I have and it's hurt very deeply. I guess I just think that we, as a society, focus so much on what needs to change and be fixed that we forget about how far we’ve come. We need to press forward, yes, but if we never celebrate and enjoy the changes we HAVE made, then we’ll never feel the hope of actually getting to where we want to be. The media has a way of twisting the facts, for good and for bad. How can I make sure that the students are comparing the messages to their own evidence and experiences and THEN creating their opinions? How do I get them interested in learning for themselves? I do not really have an answer for this.
2 comments:
A truth: media exploits and explores our differences.
When it comes to advertising, often we are made to think that we are lacking in some area and so need something. We are taught through images and movies that we should all be the same, and then we are sold what will make us “just like someone else.” When it comes to the news, what is reported is what is different and shocking; sometimes that is the only reason it is news. The list of how exploitations occur could go on and on.
However, the exploitation of our differences isn’t the only thing that occurs in the media—exploration occurs as well. Documentaries give factual representations of unusual, interesting, and different situations all over the world. The Internet allows us to promote ourselves and our differences however we want. Youtube, facebook, and blogging are all excellent examples of this.
I loved Meg’s suggestion in regards to students and differences. She said, “I think that in order to engage the media in our classrooms to better explore difference we should encourage our students to talk about and record their own experiences with different issues instead of internalizing and owning everything they see on TV. “ What better way could students interact positively with the media and explore who they are as well? It probably goes without saying that the issues addressed should be chosen carefully… but I just said it anyway.
I also loved one of Hobbs’ suggestions, which was to make time for disaster news. She stated, “When teachers make time to discuss disasters in the classroom, it can build knowledge and skills, but it can also help support the development of empathy for others.” I think that this is a perfect opportunity to not only “build knowledge and skills,” but to learn about differences, whether it is differences in climate and culture, differences in the way people deal with disasters, or differences in opinions.
As for myself, when learning about a subject, it would interesting to have the students explore different types of media to find contradicting messages about the issue. This would teach the students about media, how it works, and how to analyze what they see, as well as engaging them in a discussion about the issue.
This activity also promotes what I think I am most responsible for as a teacher advocate for media and media messages: teaching students how to be responsible media viewers. Media is a part life these days, and it is imperative that students learn how to navigate and interpret the world of media that surrounds them. Whether it is taking media in or creating it, students need to learn how to responsibly use, interpret, and find information as they use and see media every day.
In closing, I am going to quote Meg again. She said, “… how can [students] have any experiences unless they are encouraged to try new things, meet new friends, trust new people, and leave the TV off.” Using media (other than the television) in our classrooms will help students to have, not only new experiences, but an added measure of knowledge about the world around them as well.
The bit of Meg’s post I’m most interested in is in the last paragraph where she says “how can I realte to or address the issues that my students may have or think they have, when I do not have the same experience? Empathy and understanding can only go so far in covering for the lack of personal experience.” I think this is a very real and valid concern because of course we are not going to have the exact same experiences as our students, even just because of the simple fact that we are of a different generation (and generational difference with the same sorts of issues make for a wide variety of experiences). But I wonder if media can’t help bridge some of the gap we could potentially feel anxiety about. As theatre practitioners and future educators, I think we can agree amongst ourselves that theatre is a powerful learning tool and potential agent for change. I know I feel like I learn something more about other people, their feelings/thoughts and experience every time I engage with a different piece of theatre (this engagement can mean creation/participation as an audience member or being involved in the production process. I learn about people by working with them in the act of creating theatre but I also learn about people from the story being told on stage). I think other media can do the same. I don’t think it is just the media that explores differences in people, I think that we can explore difference through media. The media presents something, but it is our job to do the heavy lifting and sometimes hard work of actually going deeper and exploring the ramifications, realities and perceptions related to the thing represented in the media that is different from us. This includes interrogating the media to see if it was a representation of a culture or person or a caricature, which would be exploitation. What this asks of us as educators is to help our students think deeply and get experiences cross examining one media representation with another (a play with a radio show with a television representation with a song along with newspaper, personal accounts etc) and then taking these representations and comparing your own personal experience with them.
This goes back to Meg’s original question about bridging the gap between personal experience and empathy. Although I see where she is coming from in talking about empathy and a sort of sympathetic understanding can only go so far, I think that they go quite a long way. And they’re both supported by gaining an intellectual understanding as well. Or in other words, practicing perspective taking through gaining both intellectual and emotional knowledge about someone else’s experiences and imagining how it may feel. Part of this too is acknowledging that we may never know exactly what another person is experiencing in their day to day lives. That is more than ok. If it wasn’t, we would stop trying to connect with people altogether because we wouldn’t be able to relate precisely to their point of view. Our students need to know that they won’t know exactly or everything but it is our job as people to see, explore and then try to perspective take and have empathy for other people’s different experiences. We can do this through media research, studying the performances and relating it to how we perform ourselves and how we would represent a certain group on stage.
Caitlin Cotten, Reading Response 7
Post a Comment