Libro

MEDIA LITERACY AND INTERCULTURAL DIALOGUE
Strategies, Debates and Good Practices
they have discovered during the dynamic, and make bridges between the
student´s impressions and the theme of the session.
The theoretical development is done with a simple language and plenty of visual
examples that encourage analytical observation and discussion. The teacher
must constantly question the students about what they have noticed during the
game stage and thus formulate ideas arriving to the issues that are discussed
now.
Then comes the practical exercises (photo shoots, recordings of short films,
etc.) where the student, individually or in groups, actively use the theory, thus
uniting concepts with experiences that they have discovered recently, obtaining
the construction of signifiers and meanings.
After the session the team meets to go back on what they learned in class.
What has been understood or not, what they liked or disliked. It is a challenging
space for the teacher because comments are often sharp, sometimes without
filter, but above all, and if we encourage mutual trust and respect, you can
achieve a transparent conversation with the group.
b. Class Type B
The initial dynamics are based on challenges that students must overcome to
notice the importance of teamwork, both to record short films as for life. They
note the importance of the joint effort to achieve their goals, which in this case
are materialized into an audiovisual product that will represent all alike and
forever.
The recordings listed in class Type B are of longer duration and thus require
much effort (physical and emotional). There is a pre-production work,
production and post-production done entirely by them, in which teachers
perform an advisory role. Kids need to be very sure of what they want to
accomplish because it is during the course of the record, the result seems too
far away. That is why the professor and his assistant should encourage them to
persevere to achieve a result that may, at the time, seem invisible, sharing with
them that the sum of all tasks will achieve the projection of their short-film at the
end of the course.
Equally the self-evaluation and group evaluation at the end of a recording
usually becomes in opposed positions among students. They notice more
clearly the meaning and consequences of responsibility, respect, creativity and
patience; because with these tools they manage to cope with all the problems
that normally occur in the shoot. Looking back, I think, makes them note the
value of overcoming various difficulties together.
"The production work usually requires students to work in groups for relatively
long periods of time, which in turn often requires superior skills in
communication and time management. Students must learn to propose their
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