Biennale 5
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Media Rituals - Transforming Media Experience into peer-practice

Auteur(s) : BAUSCH Constanze, STING Stephan, TERVOOREN Anja

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Thème : L'intervention pour les apprentissages - aider à apprendre
Groupe thématique : Analyse de la contextualisation pédagogique
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Mots clés : Peer-group, Media, Ritualization, Gender, Community

bull2.gif (117 octets)   Television media have a tremendous impact on self-relationship of modern cultures. What people actually get from television is not the purely intellectual message but also practical knowledge which is transmitted in a performative way. Recipients of media use the knowledge conveyed by media performances for their actual behaviour while transforming and modifying it. Our thesis is that by these forms of presentations and embodiments of certain types of action media make possible the constitution of modern communities. Nowadays media are important social agents in the regulation of social behaviour by rituals and ritualizations.
bull2.gif (117 octets)  According to this thesis our project focuses on performative interactions and performances of peer-groups as induced and influenced by television.
bull2.gif (117 octets)  Methodically, we have chosen a qualitative empirical approach to examine the particular role of media-experience for the constitution of peer-groups. The performative behaviour of peer-groups is not regulated by stable rituals, but rather flows from open processes of ritualization. To observe the significance of such media-induced processes of ritualization in peer-group interaction and performance we analyze video-material, recorded in a group of children, aged 10 to 12.
bull2.gif (117 octets)  Our investigation is guided by the following questions:
bull2.gif (117 octets)  1. How do media perceptions become visible in specific situations of interaction ?
bull2.gif (117 octets)  2. What importance do they have for the constitutions of groups ?
bull2.gif (117 octets)  3. What kind of community is build by media-induced interactions ?
bull2.gif (117 octets)  4. How do they form and also undermine gender identities ?