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MEDIA LITERACY AND INTERCULTURAL DIALOGUE Moviemakers at playground Strategies, Debates and Good Practices Vanessa Perales Linares Centro Audiovisual Lúdica Máster en Comunicación y Educación Universidad Autónoma de Barcelona vanessa.perales.linares@gmail.com Abstract The meaning of education cannot continue be considering as an engine that promotes accumulation of content empowered by a rating system where indicators have no relation with students capacities, especially in growing processes, contemplated in the early years of our life, when a person needs to develop strongly the values that will conduce it´s life. Education should start to assess current knowledge built it through meaningful processes, looking forward to where all persons are able to receive information, process it and create an opinion. Through analysis of the methodology of the Workshop Film-Basic Level from LUDICA Audiovisual Centre for children and teenagers, I would like to share the systematization and created educational proposal to teach audiovisual production, where play and experimentation are used as the baseline for the learning process and creation of short films made 100% by students. Finally, we will stop at the exhibition of measurable results and in those who cannot be quantifiable but, sometimes, turn out to have much more importance. Keywords: Kids, teenagers, education, communication, play, metacognition 1. Introduction The next year it’s my 10th year anniversary of leaving school, it means that almost the same time I spent in a classroom I have walked outside. I cannot remember exactly some of the content, names, places or other details that my teachers commented on those days, but I know what I felt every time I managed to solve a complicated math exercise or the moment when, despite all the problems we had, we managed to pull off the presentation of a dance. It is the sum of the significant experiences ranging framing who we are, which after years remain being the model under which we organize ideas, socialize and make decisions. We know that, just as we, students remember facts where the excitement was mixed with knowledge, especially where they had to explore the unknown and discover their reasons, generating indelible stamps in his memory. Boys and 143
MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices girls, immersed in these contexts, not only are achieving admit new concepts, but they have understood to work in an organized manner, to solve problems strategically, to realize its mission, to work in teams or individually, etc. "The process of recover-information is easier for some types of memory, especially for the high emotional experiences, than for others" (Berger, 2007:367). 2. Creative education In which occasions we usually see children and adolescents at school establishing objectives and rules, researching topics, interact, move, negotiate views, fight and resolve differences? Indeed we have agreed, at recess, while they play, they are really learning at an early age, probably unwittingly, basic rules and agreements that make us who we are. Cultural elements, religious, historical, that intermingle in children dynamics when they have fun and interactive spaces, testing and strengthening their personality and social behavior every day. "The fun in this context actually means nothing to seize the fantastic possibilities of intuitive knowledge (the perceptions, hunches, the findings, interpretations, creations and recreations) for children to understand each concept with the force and effectiveness that can only offer the pleasure of re-inventing life through play.” (Izurieta, 1996: 93) How many of us would deny children the possibility of education through constant participation or gaming? The bell rings to end recess and we go back to class. We realize that what we saw a moment ago on the outside it's not being used on the inside. Is it lack of time or pedagogical creativity? There are two basic problems that actually end up being part of the same knot in the skein. We have teachers, bureaucracy, ministries, parents, etc.. not interested in promote, from his seat, a creative education, perhaps because none of them ever had a motivating education at school and hence have no reference rather than the passivity that children must endure in class. The other possible problem that stops the evolution of education is that teachers often talk about how the workload is hampering the implementation of dynamics that encourage research and constant interactivity because the time available in class is short and issues demanded by the different Ministries of Education are still endless. Also filling reports with figures is usually an endless task for teachers. Nevertheless, this issue has great significance, for it is through these records that knowledge "achieved" by the students are quantified and all those involved 144
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