Most children engage with a range of popular cultural forms outside of school. Their experiences with film, television, computer games and other cultural texts are very motivating, but often find no place within the official curriculum, where children are usually restricted to conventional forms of literacy. This book demonstrates how to use children's interests in popular culture to develop literacy in the primary classroom. The authors provide a theoretical basis for such work through an exploration of related theory and research, drawing from the fields of education, sociology and cultural studies. Teachers are often concerned about issues of sexism, racism, violence and commercialism within the disco

Television and Film

Television and film

It is television, more than any other medium, perhaps, that has attracted the fiercest criticism, with the tone of some critics becoming near hysterical:

Perhaps the increase in the crime rate, the violence in society, the boredom suffered by children and teenagers, the lack of creativity in people's lives, the alarming suicide numbers, are connected to the thousands of not just wasted, but detrimental hours, young people have spent glued to the television.

(Brooky, 1998, pp. 3–4)

This chapter provides an overview of research on children and television in order to provide a more reasoned and measured response. In addition, it explores ways in which children's overwhelming attraction to the medium can be incorporated into the classroom in order to develop a range ...

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