Theoretical position and frameworks

I can generalize Russian models of media education into the following types: 1) educationally-informational models (the studies of the theory and history of media & media language); 2) instructionally-ethical models (study of moral, philosophical problems on the media material); 3) developing models (social & cultural development of a creative person in aspects of perception, imagination, visual memory, interpretations, analysis, critical thinking, etc.) (Penzin, 1987; Sharikov, 1990; Usov, 1993, Spitchkin, 1999).

I can distinguish also some of the Russian media education’s principles: development of the personality (the development of media perception, aesthetic consciousness, of creative capabilities, of individual thinking, analysis, etc.) in the process of study; the connection of theory with practice; transition from training to self-education; connection of training with life; consideration of individual peculiarities of students. The main functions of media education are the following: tutorial, adaptational, developing and controlling. The tutorial function presupposes the understanding of the theories and laws, the adequate perception and analysis of a media work, capability to apply this knowledge in other situations, logical capability. Adaptational function manifests in initial stage of communication with media. The developing function implies the development of creative, analytical and other capacities of personality. Task controlling functions - the providing conditions for the analysis of media works (Penzin, 1987; Sharikov, 1990; Spitchkin, 1999; Usov, 1993, etc.).

Here are the main stages of my Media Education Model (Fedorov, 1989; Fedorov, 1999):

1) Verification module (the determination of the levels of students' media development and level of media perception);

2) Module of practical creation & perception (mastering creative abilities on the media material and the formation of the audiovisual perception of the structure of media works films (including their types and genres, ties with other arts, etc.);

3) Module of analysis (the development of abilities of analysis in the sphere of media art);

4) Module of media history (acquaintance with main events in the media art history, with the contemporary social & cultural situation);

I suppose, that there’s a point in introducing students to the media history only then, when they have already developed their media perception, the ability to analyze media works, creative approaches.

This model includes the cycle of creative practical exercises in the field of media: 1) literary-simulation (the writing of scenario's plan, text of mini-scenarios, etc.); 2) theatrical games (simulation of practical creation of media works, including magazines, films, TV-programs, etc.); 3) “pictorial-simulation” (the creation of collages, of pictures on the themes of media works and so on) (Fedorov, 1999).

Here are the main stages of the development of abilities of the analysis of media works (from Ury Usov conception):

- the consideration of contents of key episodes, the most suggesting ones; detecting the artistic qualities of a media work on the whole;

- attempt to understand the logic of the author's thinking (reconstruction of the development of main conflicts, of characters, of ideas, of audiovisual image, etc.);

- the comprehension of the author's concept;

- appraisal (by the audience) of the author's concept (Usov, 1993).