メディア教育の一つの試み : 映像制作の効果について

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The purpose of this study is to examine how college students develop their abilities to: (1) produce pictorial message as a means of self-expression for effective communication and, (2) receive pictorial message, mainly TV message more rationally, by producing video works and evaluating the products each other. Three assumptions are shown about the effects of video production practice in literatures of media education. (1) Video production can be described as an encoding process. Students are rewarded through practicing and learning interpersonal skills and may also develop the necessary mental skills for effective communication. Video production is seen as a meant of self-expression. (2) Video production helps students develop the necessary mental skills in association with the above decoding process. Video production process leads them to a closer understanding of how TV program is made and helps them develop a more objective and questioning attitude towards televisized program. (3) Video production affords them the oppotunity for learning to work in groups and leads them towards social and cooperative learning, although this is still criticized as a contradiction. The results are as follows: 1) Video production can not only help college students to master mechanical process, but also lead to promote mental skills. They have strong desire to produce pictorial message by video again, as they recognize video production is as an effective means of self-expression. 2) Video production has a tendency to promote their ability in receiving pictorial message. The author concludes that video production practice is effective for the students to develop their abilities as good producers and receivers of pictorial message as well as to promote their recognition of pictorial media.

メディア教育の一つの試み : 映像制作の効果について

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