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media curriculum: theory & practice
The media curriculum tries to erase the distinction between theory and practice as discrete activities or domains by integrating theory within practice, and practice within theory.
Making is a thinking in media and so demands competencies that are not only technical. This leads to our emphasis on the integration of explicit and tacit knowledge in a lot of our curriculum.
We generally begin with explicit knowledge and then through reflective making and doing move towards tacit understanding.
media curriculum: theory & practice
media curriculum: reflective practice & process
There is an interest and emphasis on reflection and process based learning — we spend time learning about learning and sometimes this is literally the content of a class.
This is supported through ongoing formal and informal documentation (project reports, journals and blogs), and assessment that supports self assessment and reflection.
This understanding of learning as a doing (which includes making, writing and thinking as forms of doing), and its development, provides a meta level model that sustains learning, critical reflection and scaffolds the development of students as applied theoreticians.
Reflective practice is the cornerstone to making tacit knowledge explicit.
media curriculum: reflective practice & process
media curriculum: practice
In year one most of the teaching and critiquing is oral. In EMT the key assessment mode remains oral.In year two the ability to write about what you are doing, trying, and achieving is developed. And assessed. In year three
year1 oral
verbal critiquesverbal presentationverbal assessment
simple technical exercisessingle media modes
partial objects
year2
media with text
written documentationwritten reflectionwritten analysis
whole media objectsprofessional orientation
inward
year3 applied media
project documentationwritten reflection
group documentation & reflection
all mediaany mediaoutward
media curriculum: practice
In year one most of the teaching and critiquing is oral. In EMT the key assessment mode remains oral.In year two the ability to write about what you are doing, trying, and achieving is developed. And assessed. In year three
year1 oral
verbal critiquesverbal presentationverbal assessment
simple technical exercisessingle media modes
partial objects
year2
media with text
written documentationwritten reflectionwritten analysis
whole media objectsprofessional orientation
inward
year3 applied media
project documentationwritten reflection
group documentation & reflection
all mediaany mediaoutward
media curriculum: practice
In year one most of the teaching and critiquing is oral. In EMT the key assessment mode remains oral.In year two the ability to write about what you are doing, trying, and achieving is developed. And assessed. In year three
year1 oral
verbal critiquesverbal presentationverbal assessment
simple technical exercisessingle media modes
partial objects
year2
media with text
written documentationwritten reflectionwritten analysis
whole media objectsprofessional orientation
inward
year3 applied media
project documentationwritten reflection
group documentation & reflection
all mediaany mediaoutward
media curriculum: practice
In year one most of the teaching and critiquing is oral. In EMT the key assessment mode remains oral.In year two the ability to write about what you are doing, trying, and achieving is developed. And assessed. In year three
media curriculum: theory
in year one the readings show that it is possible to write and think about these questions. That abstractions around concrete media objects and practices are possible. Given the oral mode much of this material may appear supplementary. in year two the reading is more strongly integrated and forms an integral part of assessment. The assessment is directly relevant to the reading/s. Here the theory gets applied by using it in a work (essay, media object).in year three students could be invited to use a theory or idea as the basis for a work or a project. Or they could be invited to use particular theories to explain or contextualise what they are doing. It is important to remember that what they are learning might be not so much theory x or y, but
media curriculum: theory
year1
descriptive & problem posing
what is an edit?why are there edits?
what does an edit do?readings introduce ways of thinking & discussing
this
make sketches that realise or explore these questions as directed
tasks.
year2
secondary sources & commentary
read an introductory text
make a work that responds to an idea. make a media work
that demonstrates the idea of “Small Things
Loosely Joined”
year3 primary sources
use theory x to do or make something.
what theories can/would you use to
explain....
make a work that is an idea
make a work that thinks ‘inside’ its media
in year one the readings show that it is possible to write and think about these questions. That abstractions around concrete media objects and practices are possible. Given the oral mode much of this material may appear supplementary. in year two the reading is more strongly integrated and forms an integral part of assessment. The assessment is directly relevant to the reading/s. Here the theory gets applied by using it in a work (essay, media object).in year three students could be invited to use a theory or idea as the basis for a work or a project. Or they could be invited to use particular theories to explain or contextualise what they are doing. It is important to remember that what they are learning might be not so much theory x or y, but
media curriculum: theory
year1
descriptive & problem posing
what is an edit?why are there edits?
what does an edit do?readings introduce ways of thinking & discussing
this
make sketches that realise or explore these questions as directed
tasks.
year2
secondary sources & commentary
read an introductory text
make a work that responds to an idea. make a media work
that demonstrates the idea of “Small Things
Loosely Joined”
year3 primary sources
use theory x to do or make something.
what theories can/would you use to
explain....
make a work that is an idea
make a work that thinks ‘inside’ its media
in year one the readings show that it is possible to write and think about these questions. That abstractions around concrete media objects and practices are possible. Given the oral mode much of this material may appear supplementary. in year two the reading is more strongly integrated and forms an integral part of assessment. The assessment is directly relevant to the reading/s. Here the theory gets applied by using it in a work (essay, media object).in year three students could be invited to use a theory or idea as the basis for a work or a project. Or they could be invited to use particular theories to explain or contextualise what they are doing. It is important to remember that what they are learning might be not so much theory x or y, but
media curriculum: theory
year1
descriptive & problem posing
what is an edit?why are there edits?
what does an edit do?readings introduce ways of thinking & discussing
this
make sketches that realise or explore these questions as directed
tasks.
year2
secondary sources & commentary
read an introductory text
make a work that responds to an idea. make a media work
that demonstrates the idea of “Small Things
Loosely Joined”
year3 primary sources
use theory x to do or make something.
what theories can/would you use to
explain....
make a work that is an idea
make a work that thinks ‘inside’ its media
in year one the readings show that it is possible to write and think about these questions. That abstractions around concrete media objects and practices are possible. Given the oral mode much of this material may appear supplementary. in year two the reading is more strongly integrated and forms an integral part of assessment. The assessment is directly relevant to the reading/s. Here the theory gets applied by using it in a work (essay, media object).in year three students could be invited to use a theory or idea as the basis for a work or a project. Or they could be invited to use particular theories to explain or contextualise what they are doing. It is important to remember that what they are learning might be not so much theory x or y, but
