Beech says, "In studying the prototypical features of different film / television genres, as well as those of comics, graphic novels, and popular music, students are learning to understand how these features not not only reflect historical and cultural forces, but also shape perceptions of these forces. With this understanding they are better able to critique the ideological aspects inherent in these features."
What I take from this chapter as well as this statement, is that students need to understand how popular media is decided upon. In addition, helping students to understand the forces behind popular media ill enable them to be consciuous of the information that is being sold to them.
As an educator, this chapter gives me insight into further activities that can be academically relevant, while being personally engaging to th students. Often we think that there is little to be gained from TV and film. I say that like everything else, yu get out of it what you put in. So, studying popular media can benefit students.
The teaching idea on page 67, "Engaging Students in Active Viewing and Thinking", could be adapted to teaching all text including literature. Teasley and Wilder's six characteristics for analyzing film, is a great start for all of us to begin academic analyzation. Before this can be done, I think it would be fun and informative to teach and activate prior knowledge about the different genre types. One idea that I have is to make lists of films and programs that fall into different genres, then discussing what about them makes them unique to a particular genre.
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Hi William: Don't forget these ideas. You'll want to revisit these as you plan for student teaching and beyond. Teaching students to write in different genres is extremely helpful to them in the long run, and using the newspaper to do some of that works well, as you note.
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