After collecting data and coding it for relevant themes, I recognized that media education aspects did not address social and cultural connections to students' and teachers' relationships with television. It also became clear that my teaching did not follow precise guidelines of a process drama. Instead, I found that using improvisational acting to create the episode, more than my process drama framework, allowed for interrogating the qrepresentationq aspect of media education.I continued creating detailed lessons for each session, but I had to let go of much of the previous course structure upon discovering I was to going to be working with a class of second graders instead of fourth graders. I noted in the log bookanbsp;...
|Title||:||Teaching Television Through Drama: A Reflective Practitioner Study with 2nd Graders|
|Publisher||:||ProQuest - 2007|