The Structural Model of the Contents of Audiovisual Media Texts on School and University Topic
7 Pages Posted: 18 Feb 2018
Date Written: February 18, 2018
Based on the results of a comparative hermeneutic, anthropological and gender analysis of audiovisual media texts on the theme of the school and university, their classification, content models, modifications of the genre, ideology and stereotypes, the authors synthesized a structural model for the content of audiovisual media texts on the theme of the school and university:
The historical period of events in a media text: can be any time period but mostly is contemporary to film production.
Location, environment, everyday items: as a rule, the action takes place in the country where the media text is created; furnishings, household items (of varying degrees of quality) are school classes, university rooms, hallways, students' and teachers' homes.
Representation modes: generally, realistic, without grotesque (in TV series, drama, melodrama, detective, thriller); grotesque and/or caricature (in comedy, fantasy/horror genres).
Positive characters, their values, ideas, clothing, vocabulary, facial expressions, gestures: teachers and students with humanistic (socialist - in Soviet media texts) values, usually neatly dressed, good-looking, artistic in facial expressions and gestures, possessing rich vocabulary.
Negative characters, their values, ideas, clothing, physique, vocabulary, facial expressions, gestures: teachers and students with anti-human inclinations; clothes, appearance, vocabulary in this case can be any, although for students, the rough vocabulary and evocative appearance predominate.
A crucial change in the characters' life: a) a new teacher/student comes to school/university and faces opposition (including physical) from class/group of students, parents of students, other teachers; with lies, blackmail, aggression, authoritarian domination; b) in an ordinary learning environment, an unexpected event occurs (authoritarian domination, non-ordinary behavior, an act of violence, aggression, deception, suicide, blackmail, including sexual, etc.); c) a teacher has an affair with a student; d) students begin love relationships.
The problem that has arisen: reputation, health (and sometimes life) of a teacher/a student is under threat; a pupil/a student becomes an outcast in a class/group, is alienated; characters feel uncomfortable because of certain characteristics of love relationships.
The search for a solution to the problem: the teacher/student struggle (often with colleagues and friends) with non-ordinary behavior, opposition (including physical) from the student, class/group of students, parents of students, other teachers; with lies, blackmail, aggression, authoritarian domination; an attempt of the teacher/student to establish good relations with other participants in the educational process and parents; an attempt by a teacher/student to hide his/her love feelings from outsiders (if it is a school context) or an attempt to adapt to each other (if it is a university).
Problem solutions: teachers/students (often with the help of colleagues and friends) win in the struggle against antagonists, class/group of students, parents of students, other teachers (relatively rare option: positive teachers/pupils lose in this fight); educators/students (often with the help of colleagues and friends) expose lies, blackmail, on the part of the student, class/group of students, parents of students, other teachers; teachers/students manage to establish good relations with other participants in the educational process and the parents of students, as a result of which they improve their academic performance; the relationship between a teacher and a high school student is usually broken up; in a teacher/university student's love relationship, harmony is possible, as well as, in the relationships between two students.
Keywords: media text, school, university, teacher, student, education
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