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Appendix 1 Periodicals of Interest to the Television Teacher

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Appendix 1 Periodicals of Interest to the Television Teacher Broadcast The broadcasting industry's weekly magazine. Up-to-the-minute news, information, rumour and gossip with useful longer critical articles. An invaluable source for the teacher wishing to keep abreast or even ahead of current developments in broadcasting. (lllA Wardour Street, London Wl) Independent Broadcasting Quarterly journal of the Independent Broadcasting Authority. Occasionally carries articles of interest both on programmes and educational developments. (Free from the IBA, 70 Brompton Road, London SW3) Journal of the Centre for Advanced TV Studies Contains abstracts and reviews of recent books on television. (48 Theobalds Road, London, WCl 8NW) Journal ofEducational Television Journal of the Educational Television Association. Mainly devoted to educational technology but an increasing number of articles discuss the place of television within the curriculum. (80 Micklegate, York) The Listener Published weekly by the BBC. Contains transcripts of programmes and background articles on broadcasting. Media, Culture and Society A new journal published by the Polytechnic of Central London (309 Regent Street, London Wl) Media Reporter Quarterly journal, mainly devoted to journalism, but also carrying articles on media education. (Brennan Publications, 148 Birchover Way, Allestree, Derby) Media Studies Association Newsletter Contains conference reports, articles, news and reviews relating to media education. (Forster Building, Sunderland Polytechnic, Sunderland) Screen Quarterly. Mainly devoted to film, but there are occasionally critical articles on television. Screen Education Quarterly. Aimed specifically at media teachers and the most useful journal currently available for television teachers. Both Screen and Screen Education are published by the Society for Education in Film and Television. (29 Old Compton Street, London Wl) Sight and Sound Recent issues are devoting much more space to critical articles on television, though this remains primarily a popular film magazine. Published by the British Film Institute. (127 Charing Cross Road, London WC2) Teaching London Kids A very lively and attractively presented magazine for teachers. Always topical and stimulating, TLK often features articles on media and image teaching. Three times each year from 79 Ronald Road, London N5. Visual Education The official magazine of the National Committee for Audio-Visual Aids in Education. Mainly concerned with educational technology, but occasional articles deal with media teaching. News items and reviews on a wide range of Periodicals of Interest 191 multimedia resources also make the journal worth looking at for the television teacher. (254 Belsize Lane, London NW6) Working Papers in Cultural Studies An invaluable source of radical and intelligent ideas from one of the few institutions in Britain engaged in rigorous thinking about media, the Centre for Contemporary Cultural Studies, Birmingham University. Appendix 2 Organisations with an Interest in Television Education Educational Advisory Service The British Film Institute 8I Dean Street London WI The Educational Television Association National Co-ordinator, Patricia Kelly 86 Micklegate York The Media Studies Association c/o Leigh College Railway Road Leigh Lancashire Society for Education in Film and Television (SEFT) 29 Old Compton Street London WI Appendix 3 CSE Mode III Syllabus for Television Studies- East Midlands Regional Examination Board A. Aims and Objectives 1. To enable pupils to decode television pictures by involving them in a structured developmental process of analysis. This process begins with the study of non-verbal means of communication, develops through the analysis of particular objects and images, and the study of language as it is used by the media, and culminates in the perception of the television programme as an agglomeration of people, objects, words, gestures and movements which need to be a. observed and described as closely as possible, and b. interpreted in terms of the values which they embody. 2. To foster the general aesthetic development of the pupil through television. 3. To demystify the television medium by a. encouraging the widest possible use of television and videotape recording equipment, and b. making pupils aware of its mediating influence- its tendency to present constructed events as 'real'. 4. To examine the characteristics of the principal television genres (television drama; quiz shows; documentaries; police series, etc.) 5. To examine possible critical methodologies for the analysis of television programmes. 6. To develop an understanding of the specificity of television as a medium of communication. 7. To develop, through the mode of learning, group and social skills. B. Content 1. Term one. Decoding images a. Introduction to television. Comparison with other media. The specificity of the medium. b. The nature of visual perception. Visual illusions and puzzles. c. Observing and interpreting the denotations and connotations of (i) physical objects (ii) gestures (iii) eye-contact (iv) people as complex communication networks (v) body language (vi) still photographs (vii) soundless television pictures 194 Appendix 3 d. Examining the denotation and connotations of language used in advertising and television. e. The perception and decoding of one television programme as a complex agglomer­ ation of objects, sounds, people, movements and relationships. 2. Term two. Ways of seeing a. An introduction· to the wide variety of ways in which the television picture may be perceived. Critical and analytical methodologies are defined in terms of the kinds of questions they ask. The kinds of questions explored will include the following, and they will be applied to a wide variety of programmes: (i) Is this programme like real life? How does it differ? (Mediation/realism.) (ii) What conventions are operating here? What other programmes is this one like? (Genre.) (iii) What connections can be made between this programme and others featuring the same actor/star/production team/writer? (Auteur/star system.) (iv) What is the function or purpose of this programme? Why have it at all? (Social functions of TV; BBC/IBA as institutions.) (v) What insights does this programme give us into the problems/people it deals with? (Content examination.) (vi) How does this programme compare with the novel or play of the same name? (Cross-media analysis; specificity of television.) (vii) Does this programme appeal to you personally? (Autobiography/personal taste.) (viii) What systems of signs and symbols are operating here? How can these systems be decoded? (Semiology.) (ix) Does the programme have a serious theme? Are the techniques used appropriate to the content? Does the programme/drama have any kind of organic unity? Is it of greater or less value than comparable programmes? (Television 'appreciation'; Literary/Leavisite approaches to the medium). b. An introduction to television genre. The concept will be introduced and discussed (i) in general terms- the conventions, techniques and assumptions of a wide variety of programmes will be examined (ii) in detail- in relation to one of the simplest of TV genres, the television cartoon. 3. Terms three-six The order and duration of topics covered cannot be predicted with any precision since topicality, programme transmissions and group enthusiasms will all be important factors in determining syllabus content. Indeed, there will be little emphasis placed upon the acquisition of information or factual material. The focus of attention will rather be upon the development and increasing sophistication of the observational and interpretive skills introduced during Term One. It is possible, however, to indicate in general terms the topics which will be covered during these four terms. (i) Genre and mediation Programmes as constructs. The conventions, techniques and political and social assumptions of a. Pop music shows b. Variety spectaculars c. Comedy shows d. Documentaries CSE Mode III Syllabus for Television Studies 195 e. Current affairs/news broadcasts f. Sports programmes g. Quiz shows h. Domestic dramas 1. Police series (ii) Cross-media analysis The examination of serialised novels or plays adapted for television. At least one televised novel will be considered in depth, and this will constitute at least one half-term's work. (iii) Practical work Making news programmes using simulations; practising inter­ viewing techniques; familiarisation programme with vtr equipment and cameras; group video work. (iv) Analysis of particular programmes of topical or aesthetic interest. C. Assessment Students will be assessed on: a. A file of: (i) Ten pieces of work Though it is expected that most of the entries in the file will consist of critical analyses of television programmes, examples of creative writing, taped work, original research may be included (40 per cent of the marks). (ii) One assignment or project (approximately 1000 words) An assignment may take the form of a long critical study or essay on any of the topics covered by the course. Original research (surveys, polls etc.) or creative writing (a TV script, a short play for TV, etc.) may be included. A tape, lasting for 15~25 minutes may also be included as an assignment (10 per cent of the marks). b. A two-hour practical criticism examination in which the students will be required to comment upon and analyse three short extracts from television programmes. (The practical criticism paper will carry
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