Media and information literacy curriculum for teachers.pdf - Yo! BaNa
Media and information literacy curriculum for teachers.pdf - Yo! BaNa
Media and information literacy curriculum for teachers.pdf - Yo! BaNa
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Module 3, Unit 5<br />
174<br />
PEDAGOGICAL APPROACHES<br />
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Comment on the statements <strong>and</strong> quotations below. Discuss the implications of these<br />
statements <strong>for</strong> media <strong>and</strong> <strong>in<strong>for</strong>mation</strong> <strong>literacy</strong><br />
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‘Computers have made retouching <strong>and</strong> the complete re-creation of photos so fast<br />
<strong>and</strong> efficient that photo technicians have now joined video <strong>and</strong> recording engineers<br />
in the fraternity of modern manipulators, each of them capable of reassembling bits<br />
of reality <strong>for</strong> any effect at all.’ (Marshall Blonsky)<br />
‘By decade’s end, we will look back at 1992 <strong>and</strong> wonder how a video of police beating<br />
a citizen could move Los Angeles to riot. The age of camcorder innocence will<br />
evaporate as teenage morphers routinely manipulate the most prosaic of images into<br />
vivid, convincing fictions. Clever image hacks of advertisements <strong>and</strong> news footage<br />
will become a high art <strong>for</strong>m. We will no longer trust our eyes when observing videomediated<br />
reality, <strong>and</strong> will seek out external indicators of reliability.’ (www.saffo.com/<br />
essays/texthotnewmedium.php)<br />
The manipulation of images <strong>and</strong> videos has serious implications <strong>for</strong> the accuracy of<br />
<strong>in<strong>for</strong>mation</strong> <strong>and</strong> is unacceptable in news media. Manipulated images should not be<br />
used in news stories or any legal situations to convey evidence<br />
‘I have the same freedom to work with photographic images that illustrators have<br />
had <strong>for</strong> centuries. I am no longer hindered by the laws of physics <strong>and</strong> reality.’<br />
(Photographer <strong>and</strong> computer retoucher Barry Blackman)<br />
Research retouching– <strong>and</strong> video–manipulation technology that is currently available.<br />
Describe the kinds of changes this technology makes possible<br />
Based on your research, identify <strong>and</strong> describe examples where this technology has been<br />
used in the worlds of fashion <strong>and</strong> news reporting. Explore the controversy surrounding<br />
the use of this technology <strong>for</strong> people working in the fashion <strong>and</strong> news industries<br />
Discuss to what extent knowledge of this technology affects the way people respond to<br />
pictures in fashion editorials <strong>and</strong> photojournalism. Describe the benefits <strong>and</strong> liabilities<br />
of this technology <strong>for</strong> the people <strong>and</strong> events being portrayed, <strong>and</strong> <strong>for</strong> audiences viewing<br />
these images<br />
If possible, access available software <strong>for</strong> image manipulation. Scan a photograph <strong>and</strong><br />
experiment with the software. Describe the kinds of changes to the photograph that<br />
are possible. Explain the effect these changes have on the impact or meaning of the<br />
photograph<br />
ASSESSMENT RECOMMENDATIONS<br />
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Analysis of current examples of manipulated images from print <strong>and</strong> electronic media<br />
Participation in case studies of photojournalism <strong>and</strong> fashion photography<br />
Participation in production exercises
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