The Power of Film, Video and TV in the Classroom (Visual Literacy)

Republic of the PhilippinesMINDANAO STATE UNIVERSITY

COLLEGE OF EDUCATIONFatima, General Santos City

LESSON 4: CONFINES OF EDUCATIONAL TECHNOLOGY TOPIC 7: The Power of Film, Video and TV in the

Classroom (Visual Literacy)

Presented to: Maria Theresa P. Pelones, D.

M.

Class Schedule: TFr /1:00- 2:30

Discussant: Ierine Joy L. Caserial

OBJECTIVES:

evaluate advantages and

disadvantages o

f visual

representations,

.

improve their s

hortcomings, a

nd

use them to

create and

communicate knowledge,

devise new ways o

f representing

insights.

At the end of the session, at least 75 % of the students should be able to:

“If Muhammad cannot go to the

mountain, bring the mountain to

Muhammad.”

Introduction

The appeal of visual media continues to make film, video and television as educational tools with high potential impact. They are now more accessible and less cumbersome to use. Let us take advantage of them in the classroom. 

Can give opportunity to teachers to view themself

while they teach for purposes of self-

improvement- Teachers can view themselves while they teach with

video cam and TV they can view themselves

while they teach after.

Can be both instructive and

enjoyable. - With sight and sounds and motion, TV is

much more enjoyable.

Bring the world of reality to the home and to the

classroom through a “live” broadcast or as mediated to through film or videotape.-

Not all of us have the opportunity to see life

underneath the see. But with TV, we are able to see life at the bottom of the sea

right there in our Sala or bedroom through discovery

channel,

Make some programs understandable and appealing to a wide variety of age and educational levels. Literate and illiterate , young and old – all benefits from the common

experience that the TV transmits

Be the most believable news source

Become a great equalizer of educational opportunity because program can be presented over national and

regional networks.

Provide us with the sounds and sights not easily available even to the viewer of a real event through long shots

possible by the TV camera- afraid of the mammoth crowd every time Baguio celebrates the Panagbenga (Flower

Festival)

Abstraction The film, video and the TV are indeed very powerful. Dale

(1969) says, they can:

Bring models of excellence to the viewer- we can see and hear the excellent scientist like John Glenn, the excellent speaker and master

teachers who lectures and demonstrate a teaching method or professional development of teachers.

Transmit a wide range of radio- visual materials, including still picture, film, object, specimen and drama,

for example:Make us see and hear for ourselves world event as they happen. With the sense of helplessness, with witnessed the fire that engulfed homes in San Diego, California lst year as it happen through TV.

When the strong Earthquake shook Baguio, Agoo, Dagupan and Nueva Ecija, Philippines on July 16, 1990,

the aftermath of the earthquake was shown live in TV.

They only encourage passivity because television and film is one-way communication device.

However, though these visual media are indeed powerful, they are somehow have their limitations:

The small screen  size puts television at a disadvantage compared with the possible size of

projected motion pictures

Excessive TV viewing works against the development of the child's ability to visualize and to be creative and imaginative.

There are much violence in television

the classroom should be prepared. - The room should be darken but not completely because students might take down notes while viewing.

First and

foremost,

Basic Procedures in the Use of TV as a Supplementary Enrichment:

  the teacher should set goals and expectations and point out the key points which are needed to focus.

Previewing

the teacher must not interrupt viewing by inserting cautions and announcements to give during the previewing stage.

Viewing

the teacher would ask what the students have learned and let them summarize what was learned.  

Post viewing

APPLICATION

The film, video and television are powerful tools. When they

era used appropriately and moderately, they can make the

teaching- learning process more concrete, lively, colourful and interactive. It contributes to a more lasting learning fun.

misuse and abuse

people’s aggressive behaviour.

The Effect of TV

The effect of TV depends on how it is used. We agree that the TV can give a more accurate, more lively and more colourful presentation of a difficult topic in physics for instance when the one who teachers the topic is inexperience and can only make use of still pictures in black and white as visual aid. We are aware of the numerous educational benefits of the use of the TV as enumerated in this lesson. But when use in excess, it can also impair the development of the children’s ability to visualize, to be creative and imaginative. Worse, is when children get exposed to violence in TV.

The damage has far reaching effects. Social psychologist Craig A. Anderson gave this testimony to the US Senate on March 21, 2000: The media violence effect on aggression is bigger than the effect of exposure to live on IQ score in children, the effect of calcium intake in bone mass, the effect of home work on academic achievement, or the effect of asbestos exposure on cancer...High exposure to media violence is major contributing cause of the high rate of violence in modern U.S society.

Let us use to view the TV appropriately and moderately so that we can take advantages and

mitigate its advantages.

V

i

aus

l

L eti r a yc

Visual literacy, or the ability to evaluate, apply, or create conceptual visual representations.

The didactic approach consists of rooting visualization in its application contexts, i.e. giving students the necessary critical attitude, principles, tools and feedback to develop their own high-quality visualization formats for specific problems (problem-based learning). The students thus learn about the commonalities of good visualization in diverse areas, but also explore the specificities of visualization in their field of specialization (through real-life case studies). They will not only learn by doing, but in doing so contribute new training material for their peers to evaluate (peer learning).

Sources:

Rosalinda, O. (2009). “The Power of Film, Video and TV in the Classroom”. retrieved on June 30, 2013 from www.slideshare.com/ed105A.pptx Enduringarts. “The Power of Film, Video and TV in the Classroom”. retrieved on June 30, 2013 fromwww.slideshare.com/thepoweroftvfilmandvideointheclassroom-130217234827-phpapp01

 LB#12, “THE POWER OF FILM, VIDEO AND TV IN THE CLASSROOM”. retrieved on June 30, 2013 fromhttp://melancolicobeatriz76.blogspot.com/2011/02/power-of-filmvideo-and-tv-in-classroom.html

 Visual literacy org. “Visual Literacy: An E-Learning Tutorial on Visualization for Communication, Engineering and Business”. retrieved on June 30, 2013 from http://www.visual-literacy.org/ 

Thank you for

listening.