Lessons learnt from the Screen- Shelley (SB)

Source article: Wilson, B. (2008). “Media and Children’s Aggression, fear, and Altruism”, 18 (1), 87-118.

From one extreme to the other… or so the title would have you believe. Initially this article resonates the same drab tone of television bashing and slander that pins all our social issues on what we see on television. However after a somewhat enjoyable read you are left with more hope about the positives TV can bring.

In a world that long before television had it’s share of violence and conflict why is it that our negative actions are all too often attributed to media influence? We are so quick to blame television and other mediated environments for the issues in the world however we are not so humbly attuned to promoting the good in the world to media messages.

In this article Wilson discusses ideas that, although not groundbreaking, encourage us to think about both sides of television (metaphorically speaking) and consider that if we are quick to place blame on television then we must also look towards the potential positives that programs can bring.

“Because of technological advances and the forces of globalisation, never before have TV, film, magazines, advertising, music and other cultural influences such as food and fashion had the power to persuade, seduce, shape, control, manufacture imaginations and identities” (Brookes, K. 2008. 7). It is important that as teachers we are active in explaining the reasons and contexts behind what we watch on television (Samaniego and Pascual. 2007. 8) to ensure children are equipped with the literacies necessary to participate in these environments.

In recent debate television’s role in children’s lives has tended to revolve around the impact of television viewing on cognitive development and the social ramifications of this engagement. In this article children’s emotional connection with media and mediated experiences are discussed in terms of content rather than viewing time. Wilson very much acknowledges the beast that is television, suggesting that our focus should not be on the habits of young viewers but on the participations and interactions they are having while watching.

Wilson challenges parents to look at the ‘pro-social ‘ effects that TV stirs (Wilson, 2008, 87) acknowledging the role electronic media plays in socialization (Wilson, 2008, 88). By exploring these ideas through a socio-cultural lens we open a “window to popular culture” that as educators we can look through for lessons on social, emotional and moral development and as a way of teaching social competence (Wilson, 2008. 88).

To look at the idea of social competence fairly in the 21st Century we need to acknowledge the way society functions. Once we would have considered social competence in terms of rules of engagement, interactions and the way we participate in face-to-face relationships. In the 21^st Century however social boundaries have been diminished with screen environments opening new realms of communication and interaction and new ways of learning social and emotional skills. No longer are we reliant on the influence of a selected few, rather media including film and television open worlds of engagement and experience that we could not physically fit into a live time.

While it has always been acknowledged that social and emotional development relies on complex processes from both internal and external sources, theory has often focussed on physical experience and traditional interactions to explain the way we interact and socialise with others. In a landscape where more young people are plugged in and connected through some screen or another we really need to be considering the impact of the internet and television on children’s development. No longer can we view television as mere entertainment or escapism but rather we must look to television as we would any other relationship in our children’s lives. TV is influential!

Through television children come to appreciate norms and standards and learn about emotional responses and social well being (Wilson, 2008, 88). Their participation with narratives and characters on the screen help them develop an awareness of emotional and social situations. Television can help children learn empathy and understanding of diversity and it can also help them learn prejudice and violence. What role television takes in children’s lives is very much dictated by the other interactions and contexts which surround it.

As parents, teachers and techno-mediators we need to realise that the screen is not a stand-alone element in children’s lives but rather a player in the co-construction of knowledge and experience. Television therefore should not be blamed for all the evils in the world nor should it be viewed as a solution to all our issues. Television needs to be considered as a part of children’s lives and a factor in their social and emotional development. What children do with television and what they watch should be considered in terms of a holistic learning experience. Therefore what happens off the screen is just as important as what happens on it. And while the affects of television will differ depending on the unique and individual experiences of the child (Wilson 2008, 88) it is the role of parents and teachers that will be most influential.

Wilson refers to the role of teachers and parents as active mediators where moral lessons are explained and discussed in order to elaborate and learn from the messages presented (Wilson, 2008. 109). By helping children become more critical about harmful content we are not only reducing the impact of media influence (Wilson, 2008, 109) we are able to harness the power to learn from television. If we teach children to become more critical viewers of television culture then perhaps we can also help children develop morally and emotionally to become more responsive and active participants in society. If we recognise that social competence is a skill that is not only learnt but one that can be taught, then television and film are particularly useful pedagogical tools in the classroom. However in order to harness the lessons of TV young viewers must hold the ‘cognitive competence’ to receive such lessons (Wilson, 2008. 90). For teenagers who are able to recognise the production side of TV, then television opens a whole world of debate. In this learning environment teachers can facilitate discussions about mortality, society and identity to name but a few.

We are wrong to see television as the enemy, however, as long as television continues to be an influence on children, we need to take the issue of content seriously. After all it cannot be argued that TV is a real influence- this issue does not change. However what does need to change is the way we handle the problem. As teachers we need to empower our students with social and emotional competencies as well as media literacies to challenge what they see. We need to recontextualise the values transmitted by TV (Samaniego and Pascual. 2007. 10) and be active in explaining the reasons, intentions and contexts of TV narratives (Samaniego and Pascual. 2007. 5). What better way to learn how to socialize and participate effectively then to acknowledge the influence of television and combine television as a part of children's total learning experience?

We need to engage children in the programs they watch each day in order to discuss the relationships, values and positions presented. Whether it be educational based viewing or mainstream sitcoms, television programs offer a world of possibility that through creative thinking and inquiry teaching can be used to add social and emotional development. How will you next tackle television in your classroom?

References

Brookes, K. (2008). Consuming Innocence: popular culture and our children. In Introduction: The Toxic Truth About our Tots, Tweens and Teens. Brookes, K, 1-10. St Lucia Qld: UQP

Samaniego, M and Pascual, A. (2007). The Teaching and Learning of Values Through Television. Review of Education, 53, 5-21. Retrieved August 19, 2010 from JSTOR Database

Wilson, B. (2008). Media and Children’s Aggression, fear, and Altruism, 18 (1), 87-118. Retrieved August 19, 2010 fromhttp://ccf.tc.columbia.edu/pdf/Children%20and%20Electronic%20Media_Spring%2008.pdf