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Author ORCID Identifier
https://orcid.org/0000-0003-3490-529X
AccessType
Open Access Dissertation
Document Type
dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
Communication
Year Degree Awarded
2022
Month Degree Awarded
September
First Advisor
Leda Cooks
Second Advisor
Allison Butler
Third Advisor
Kevin Anderson
Fourth Advisor
Torrey Trust
Subject Categories
Broadcast and Video Studies | Communication Technology and New Media | Critical and Cultural Studies | Scholarship of Teaching and Learning
Abstract
This project draws upon earlier calls—particularly in the critical pedagogy, critical media literacy, and cultural production fields—to outline a teaching approach that balances technical media production practices and critical media studies. I refer to this synthesis as critical media production pedagogy. This blending of critical analysis and technical skill, I argue, is especially important at the university level where my research is focused, as students in these courses will likely enter industry fields in which they can influence culture on a mass level. Creating opportunities for a media theory/production synthesis enables students to translate critical ideas beyond the academy and into a wider cultural discourse. Starting with an inventory of why media production and media studies courses have remained separated in many media-focused departments, the project then documents the specific means by which many collegiate educators have overcome these challenges in order to enact critical approaches in their media production teaching. This documentation process comprised primarily of 22 long-form interviews with instructors currently teaching video, graphic, audio, and photographic production through a critical lens. As a supplement to the interview transcripts, data collection also included gathering teaching artifacts from each interview participant including syllabi, assignment descriptions, and grading rubrics. Through a long interview and thematic analysis of the transcripts and artifacts respectively, the goal of this project is detail how this approach works in practice: how instructors overcome a transmission style emphasis on mastering technical skills by including reflective assignments within projects and valuing conceptual consideration in their rubrics, how they facilitate meaningful dialogue through critique sessions by scaffolding who speaks when and how to provide constructive feedback, and how they blend critical discussions with software training software, basing issues like colorism and body image within tools like Photoshop and Final Cut where problematic representations are often rendered. The overall aim of this work is a pragmatic one: to create an accessible guide for instructors from either the production or theory side of media to use and apply in their own teaching.
DOI
https://doi.org/10.7275/30555584
Recommended Citation
Swerzenski, James D., "ENACTING A CRITICAL MEDIA PRODUCTION PEDAGOGY" (2022). Doctoral Dissertations. 2670.
https://doi.org/10.7275/30555584
https://scholarworks.umass.edu/dissertations_2/2670
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Broadcast and Video Studies Commons, Communication Technology and New Media Commons, Critical and Cultural Studies Commons, Scholarship of Teaching and Learning Commons