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Creative Collaboration

in Context

50 Years of “Then” & “Now”

EDC 534 Spring 2021

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READ: Moody, K. (1990). The first TV studio in an elementary school. Los Angeles. Center for Media Literacy

This article describes an educational initiative that is now more than 50 years in the past. No trace of it remains apart from Kate Moody's reflections. Comparing past and present may offer some insight on our Week 6 theme, "Creative Collaborations in Context."

ACTIVITY: Create a VENN DIAGRAM for Comparison - Contrast

First, read the article carefully to identify some of the key features of this collaborative creative project. Then, working either synchronously or asynchronously, you and your partner create a Venn Diagram to compare and contrast "then" and "now.

NOTE: You and your partner may have different understandings of the realities of "then" and "now" -- and that's OK. It may even be worth capturing some of these differences in your chart.

Pro-Tip: In this project, you should aim for a couple of key insights. Quality is more important than quantity. Try not to duplicate ideas presented by your peers.

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TEAM 1: Michael, Jamie

TEAM 2: Daniela, Karen

TEAM 3: Shirley, Amanda

TEAM 4: Andrea, Alex

TEAM 5: Ed, Renee

Jamie Chatel: jamie_chatel@uri.edu

Alex DeCiccio alex_deciccio@uri.edu

Michael Deasy: michael_deasy@uri.edu,

Shirley Hau: shau@schools.nyc.gov,

Daniela Machado daniela_machado@uri.edu

Amanda Scott amandajean1015@gmail.com

Karen E Caldwell caldweke@potsdam.edu

Ed McDonough mcdonoughe@cantonma.org

Andrea Kuhar akuhar@gehrhsd.net

Renee Hobbs hobbs@uri.edu

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THEN:

Murray Elementary School, 1967

NOW:

Your Experience, Your Context, 2021

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THEN:

Murray Elementary School, 1967

NOW:

Your Experience, Your Context, 2021

Not part of the curriculum yet
One TV Studio
Dedicated production equipment
Small groups of students
Closed viewing (in school only)
Lead by adult professionals
TV & Audio only

Parents/Teachers see educational value
Local content
Student generated content
Builds community
Wider Audience
Adults are guides and mentors
Encourages self-efficacy and innovation

Digital Literacy is widely accepted
Create content anywhere (phones, laptop, tablets)
Equipment is multipurpose
All students can create to learn
Diffused viewing options - post online
Interactive multimedia (blogs, vlogs, websites, apps, games)

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THEN:

Murray Elementary School, 1967

NOW:

Our Experience/Context, 2021

teachers/principals who believe in project

(Visionaries who advocate for innovation)

Students find their passion
Curriculum is supported in the tv studio
The technologies may be different, but learning through creating is the constant
There are alway new technologies that can be used for learning
Collaborative Effort

Ipads and green screens
Larger projects such as end of unit done on video instead of standard assessment
film -making competitions
Collaboration through distance
Impact can be limitless because of the easy ability to share
Interactive platforms

Tv cameras - large sets
Morning announcements
Collaboration happens in the same physical space

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THEN

NOW

Concern: US pop culture influence

THEN

NOW

Brazil

Canada

Screens ubiquitous

Brazil

Canada

Early 1960s - 1st wave, “Screen education”

Late 1960s - 1st wave crashes

“Back to basics” budget cuts

Need: new educ paradigm across provinces, territories

TVs available only for a few

Wide Internet access

Higher ed - media educ programs in almost all universities

1950s - McLuhan creates 1st media culture course

Early 2000s - Garrison, Anderson, & Archer develop seminal Community of Inquiry (COI) online learning model

Early 1990s - Canadian Assoc for Media Educ Org (CAMEO) brings media educators together

Geography, size, diversity affects equality, standardization

Poorly paid teachers; lack of resources at public schools (ongoing)

Fake news, disinformation = opportunity for media education

Curriculum favouring media education

Daniela + Karen

Budget cuts, limited resources

K-12 - computer/tech emphasis dominates literacy education

1960s - Educommunication (new field between Education and Communication)

Combative approach (media seen as an enemy)

Early 1990s - Safety approach concerning Internet (focus on the risks)

Tech platforms sponsor media education initiatives (focus on the opportunities)

More policymakers aware of the importance,

but few embraced so far

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THEN:		NOW:
TV was a new technology: Students later gained career opportunities by learning to use cameras and other broadcasting equipment. Developing programming on their own: Current Events, Interviews, “Magazine Style” news show More reliant on physical hardware, and training to operate that hardware by a single person TV broadcasting evolved to fit into a frame of reference, a purposefully constrained perspective on how to create and what is “TV” quality Larger broadcast camera for creating	Students deliver “news” as morning announcements Collaboration and authentic products Student ownership - Using tools typically for “professionals only” Flattening hierarchies (professionals/consumers; professional/learner) Everyone learns together; professionals and learners can learn from each other. “Playing” with the tools: cameras, computers, etc to learn and create.	Digital recording and editing is accessible to anyone; students learn print, online, audio, and video skills with collaborative, free apps. All students have Chromebooks; Can edit and create from that tool; Macs for using iMovie, Final Cut, Adobe Premier Less of a traditional broadcasting focus Less reliance on hardware (streamyard), makes ideas and messages more accessible for both the public and for the subject matter experts Is traditional TV broadcasting relevant for students today? (in a more democratized media creation medium) More mobile friendly media tools, streaming, (iPhone v broadcast camera)

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Then & NOW

C L I C K L I N K A B O V E