Audiovisual and Education (20485)
Degree/study: Degree in Audiovisual Communication
Year: 3rd and 4th
Term: 1st
Number of ECTS credits: 4 credits
Hours of studi dedication: 100 hours
Teaching language or languages: catalan
Teaching Staff: Juan Ferrés Prats
1. Presentation of the subject
The subject is aimed to help students to question the most used traditional formulas to communicate, through audiovisual or multimedia, the contents of educational or cultural aspect, and to consider the search of alternative formulas that optimize efficiency.
For the theory basis of this innovation there will have to be taken into account the changes occurred in the ecosystem of communications and the changes that should provoke in the processes of socialization and of learning the neurosciences discoveries on the mechanisms of the human brain functioning.
2. Competences to be attained
General skills
· Acquiring the capacity of critical and understanding analysis of the communicative phenomena.
· Developing the capacity to communicate information, ideas, problems and solutions in expert audiences as well as in non expert ones.
· Training in collaborative tasks in the area of communication recurring to the available technologies.
· Developing the capacity to apply knowledge and understanding, as well as skills to solve problems, in new and non familiar environments, and in wide contexts related to the field of study.
· Allow questioning the technological and epistemological innovations.
· Being capable of combining rigor and seriousness with imagination and creativity.
· Being capable of applying theoretical knowledge in the communicative practice.
· Being capable of learning to learn.
Specific skills
· Use for the communicative practice the contributions achieved by the neuroscience in relation to the mechanisms of socialization and of learning.
· Acquiring the capacity of analysis of the audiovisual messages of educational and cultural aspect from the point of view of its efficiency.
· Looking for forms of convergence among the academic and cultural demands and the sensitivity and interests of the interlocutors.
· Promoting the application of technological innovations and of new communicative practices in the area of the educational and cultural communication.
· To rethink the educational and cultural audiovisual and the multimedia from the faithfulness to the contents, to the codes and especially to the recipients of the learning process.
· Rethinking the educational and cultural audiovisual and multimedia from the management of the emotional asset of the recipients.
3. Contents
Unit 1. New culture, new forms of communication
1.1 The centre point of emotions.
1.2 The axis of the communicative process.
1.3 Exigency of a new communicative style.
Unit 2. The audiovisual as a different way to process information
2.1 Two types of information processing
2.2 The audiovisual as a synthesis language
2.3 The risk of image vampirism
2.4 The difficult combination between the official culture and the audiovisual communication.
Unit 3. Criteria and formulas for an efficient communication in the educational audiovisual
3.1 Modalities in the production of didactic audiovisuals.
3.2 Didactic functions of the audiovisual communication.
3.3 Open piece.
Unit 4. The integration of digital technologies
4.1 From the information society to the show society.
4.2 Epistemological basis for a multimedia education.
4.3 Didactic use of the interactive communication.
4. Assessment
According to the change spirit boosted by the new European academic space, the student will have to learn by actively participating in its learning. In this case, the student's activity will build on the critical analysis of audiovisual products or educational and cultural multimedia and in the elaboration of alternative proposals that improve efficiency.
The critical analysis will be done from the criteria exposed in the master sessions and from the texts of compulsory reading suggested by the professor.
In a second phase, the student will have to exert its creativity preparing alternative proposals in the form of clips or, at least, of written scripts written in this line.
5. Bibliography and teaching resources
5.1. Basic bibliography
Ferrés, Joan (1996) La publicidad, modelo para la enseñanza, Madrid, Akal.
Ferrés, Joan (2000) Educar en una cultura del espectáculo, Barcelona, Paidós.
Ferrés, Joan (2008) La educación como industria del deseo. Un nuevo estilo comunicativo, Barcelona, Gedisa.
5.2. Complementary bibliography
Chion, M (1993) La audiovisión. Introducción a un análisis de la imagen y el sonido, Barcelona, Paidós.
Damasio, Antonio (1996) El error de Descartes. La emoción, la razón y el cerebro humano, Barcelona, Crítica, Grijalbo Mondadori, S. A.
Damasio, Antonio (2005) En busca de Spinoza. Neurobiología de la emoción y los sentimientos, Barcelona, Crítica.
Ferrés, J. (1992) Vídeo y educación, Barcelona, Ediciones Paidós.
Furth, Hans G. (1992) El conocimiento como deseo. Un ensayo sobre Freud y Piaget, Madrid, Alianza.
García Matilla, Agustín (2003) Una televisión para la educación. La utopía posible, Gedisa Editorial, Barcelona.
Gardner, Howard (2004) Mentes flexibles. El arte y la ciencia de saber cambiar nuestra opinión y la de los demás, Barcelona, Paidós.
Jenkins, H. (2004) Convergence Culture. La cultura de la convergencia de los medios de comunicación. Ediciones Paidós, Barcelona.
Kaplún, Mario (1998) Una pedagogía de la comunicación, Madrid, De la Torre.
Ledoux, Joseph (1999) El cerebro emocional, Barcelona, Ariel y Planeta.
Maturana, Humberto (1997, 7ª ed.) Emociones y Lenguaje en Educación y Política, Santiago de Chile, Dolmen.
Piaget, Jean (1990) El nacimiento de la inteligencia en el niño, Barcelona, Crítica.
Piaget, Jean (1990) La construcción de lo real en el niño, Barcelona, Crítica.
6. Metodology
The learning system will be structured by:
- Master classes
- Debate in group guided by the professor
- Self-didactic based on readings
- Individual tutorship with professor
Attendance sessions
· In the master classes the concepts related to the effectiveness aspects in the educational and cultural communication.
· In the class debates we put in common the different points of view that help to progress in this subject.
· Tutorship will be aimed to guide students in small analysis assignments and of alternative creation.
Out-of-class activities
· Self-didactic readings
· Product analysis exercises
· Alternative products creation exercices
7. Planning of activities
Minimum recommended readings
UNIT 1 BIBLIOGRAPHY
FERRÉS, J. Educar en una cultura del espectáculo. Barcelona: Ediciones Paidós, 2000.
Chapter 2, p. 43-66.
Chapter 5, p. 107-126.
Chapter 9, p. 203-216.
FERRÉS, J. Vídeo y educación. Barcelona: Ediciones Paidós, 1992.
Chapter 1, p. 17-32.
FERRÉS, J. La educación como industria del deseo. Un nuevo estilo comunicativo. Barcelona, Gedisa, 2008.
Chapter 3, p. 39-49.
Chapter 4, p. 51-63.
Chapter 6, p. 77-84.
Chapter 7, p. 85-93.
UNIT 2 BIBLIOGRAPHY
FERRÉS, J. Educar en una cultura del espectáculo. Barcelona: Ediciones Paidós, 2000.
Chapter 8, p. 175-194.
FERRÉS, J. La publicidad, modelo para la enseñanza. Madrid: Ediciones Akal, 1994.
Chapter 4, p. 77-92.
UNIT 3 BIBLIOGRAPHY
FERRÉS, J. Educar en una cultura del espectáculo. Barcelona: Ediciones Paidós, 2000.
Chapter 9, p. 195-202.
Chapter 10, p. 225-237.
FERRÉS, J. Vídeo y educación. Barcelona: Ediciones Paidós, 1992.
Chapter 2, p. 33-48.
Chapter 4, p. 67-89.
UNIT 4 BIBLIOGRAPHY
GUTIÉRREZ MARTÍN, A. Educación multimedia y nuevas tecnologías. Madrid: Ediciones de la Torre, 1997.
FERRÉS, J. La educación como industria del deseo. Un nuevo estilo comunicativo. Barcelona, Gedisa, 2008.
Chapter 2, p. 25-37.
Chapter 5, p. 65-76.