The audiovisual media are a valuable teaching resource to prepare or complement the visit to the Museum. Do they serve to support the class of the teacher that remains at the center of the activity or also? to move the teacher’s center of interaction towards students through an active methodology.
However, whatever activity the teacher carries out, take special care in the proper handling of the audiovisual media and allow the development of the critical spirit of the student. Also justify the importance of the subject according to a problem from a center of interaction.
The audiovisual media motivate the students and allow the teacher to reinforce a certain topic.
The audiovisual is made up of 4 essential aspects:
1) Description: includes all technical information and human resources that participated in its creation.
2) Image: it is always related to the subject. It presents a wealth of forms, styles, animation, creates remote times, present and future, situations, places.
3) Theme: it is the driving axis of ideas. The main features and perspective to deal with the problem and give greater meaning to the images are highlighted.
4) Music: appears as a harmony to a set of sensory and auditory stimuli. It is the soundtrack.
In the area of natural sciences, audiovisual is especially appropriate because the image is statistically linked to knowledge. Through the image the greatest possible objectivity is sought. However, we must prevent her from replacing reality. The image is preferable to any abstract communication.
In the social sciences, audiovisual media favor global explanations that allow us to show the relationships that exist between man and nature. The audiovisual can become my subjective that a class, in the case, for example, of a film that only presents a version of reality. The educator must complete the presentation with other versions or if not discuss that version.
When screening a movie, it is important that children are aware of their fictional character. Television, as well as other audiovisual media, embody a double reality, ambiguous, imaginary and real at the same time. The child must be able to discover and interpret visual data
For the child, the created story is assimilated with the real story and the coexistence of the past and of the present time reinforces the confusion between fiction and reality and affects the perception of the past.
To avoid these confusions, the child must be placed in time with respect to the subject and the audiovisual. A reconstruction of a fact as faithful as it may be is a substitute elaborated later.
When selecting an audiovisual program, program the group’s discussion activities based on an objective, an interaction center, activities and procedures by the teacher and the student, and design a study guide that allows a critical approach to the audiovisual media:
- a) Watch the video first before presenting it to your students
b) Allow the student to develop a critical spirit through the analysis of the audiovisual media
c) Analyze the following aspects of the audiovisual: image, musicalization, presentation, narration, script, etc. .
d) Ask questions of an affective type or that imply the development of attitudes or abilities. Ask questions of a value and cognitive type that promote the reflection of concepts:
- Which image did you like the most?
- Write the phrase that most impacted you
- Point out three key concepts of the video
- State the new concepts and those that created concern.
- Relate a current event that illustrates the central idea of the video.
- The music of the video? What genre or style do you belong to?
- What do you think about how the topic developed?
- What positive and negative aspects will the narrator find?
- Highlight a personal skill if you would like to make a video.
- Consider the type of questions you ask based on the student’s cognitive level.
- Check the loan list of videos of each Museum. There are more than 250 titles.