Transgression as Creative Freedom and Creative Control in the Media Production Classroom

Autor/in	Hobbs, Renee
Titel	Transgression as Creative Freedom and Creative Control in the Media Production Classroom
Quelle	In: International Electronic Journal of Elementary Education, 11 (2019) 3, S.207-215 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Creativity; Freedom; Teacher Student Relationship; Mass Media; Popular Culture; Information Technology; Information Dissemination; Art Education; Media Literacy; Social Status; Peer Relationship; Learning Experience; Instructional Design; Teaching Methods; Secondary School Teachers; Teacher Attitudes; Video Technology; Audiences; Technological Literacy; High School Students; Novices; Power Structure + Suchen Sie Ihr Suchwort? Kreativität; Freiheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Massenmedien; Popkultur; Informationstechnologie; Informationsverbreitung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Media skills; Medie competence; Medienkompetenz; Sozialer Status; Peer-Beziehungen; Lernerfahrung; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Spectator; Zuschauer; Technisches Wissen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	When students have the freedom to use digital media to create, communicate and disseminate messages, transgression occurs. In this paper, I situate in-school youth production in the context of pedagogical theories of participatory culture, art education, and digital and media literacy education. Using interviews with four experienced high school media production educators, I examine how educators perceive school situations where behavior or student media work products disrupt or transgress expectations. Teachers experience student transgression as an essential dimension of the dialectic between creative freedom and creative control. They perceive creative control to be a negotiation between students and teachers on issues of content, format, production and distribution processes. Teachers conceptualize the distinctions between students who use transgression as a form expressive creativity, a reproduction of the tropes of mass media and popular culture, the result of novices making mistakes as part of learning, an attempt to gain social power and status among their peers, or a challenge to adult authority. Teacher reflection on creative control and creative freedom may inform the design of media production learning experiences. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01