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MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices This is a project co-created and directed by Joshua Chavez and Vanessa Perales, which offers three levels of media education based on learning through dynamic and constant practice. These levels of workshop are: "Basic Film Workshop", "Advanced Film Workshop" and "Appreciation and Film Making Workshop". Through this paper we want to explain, in general terms, the development of the methodology and content created for the Basic Level Film Workshop, whose systematization proposal and syllabus creation falls, since its inception, in whom presents this project, stopping especially on the results achieved, those quantifiable and those that are not measurable but in many occasions much more important. 3.2. Film Workshop Level Basic During 14 sessions of 3 hours each with a maximum of 10 students per class, the professor and his assistant encourage, progressively, the following objectives: • Develop the students' contact with their senses, helping them to understand through the exploration of the same, the functions of nonverbal communication that meets the audio-visual language. • Promote analytical observation and the free expression of their hypotheses, while they use the audio visual language. • Encourage the creation of own speeches while knowing the value of teamwork, patience, effort and responsibility. All this is integrated into the formal curriculum and manifest created for the workshop where students travel thru the following topics: • History of Cinema • The audio visual language • Special effects • Parts of the story • Writing the script • Tools for recording • The charges in a recording • The pre-production • Editing 147
MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices "The dilemma, however, is when and how to teach these "language" and "techniques". Skills cannot be taught permanently if they are not placed in the context where students need to use them to communicate meaning" (Buckingham, 2005: 209). 3.2.1. Methodology Indeed it is desired that the issues raised lines before are organized so that boys and girls of the workshop admit them slowly, having understood and test them first. Therefore creates two class models that are developed in an oscillatory way throughout the course to promote learning that begins in the instinctive/empirical and then to the formal use of audio visual language to communicate fully. Chart 1. Class Types. Class Type A Class B Type • Metaphor Games. • Metaphor Games • Developing theoretical issue. • Appraisal of videos. • Recording • Group or Self review • Practice Exercises. • Group or Self Review "The addition of metaphors in educational discourse is a sound basis for an enhancement of the teaching-learning process. When connecting a concept with a preceding knowledge or prior experience, a good metaphor helps to discover a new reality or dimension from something known. It is therefore a privileged resource for a meaningful education" (Ferrés i Prats, 2008:123). Ludica´s methodology lies primarily in the use of games as the starting point of both kinds of classes Type A and Type B. Here the activities are the metaphor that unites the exploratory/ interpretive experience with the later given theory, legitimizing what the student initially has discovered. Let's look at the development of the education system. a. Class Type A The game is used for students to discover and understand the meaning of concepts empirically so that later these will be officially named in the theoretical section. For example, if we talk about music composition, the class will start with an activity that makes us all walk according to what the music tells us; if we speak of raccord or continuity, we will play "Treasure Hunt" identifying misplaced items, etc. With this vision, the teacher can question students what 148
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