Departmental Bulletin Paper メディア・リテラシー教育におけるアニメーション制作の実践(2)
Animation Production as a Form of Media Literacy Education (2)

佐野, 明子

This article undertakes a detailed text analysis of twelve animations created by students who took the multimedia culture practice class from 2012 to 2015 in the department of international studies and liberal arts at St. Andrew's (Momoyama Gakuin) University. We consider the types of education that are most effective in media literacy education, and seek concrete methods. Excellent work emerges from the unrestricted insights of a child, and the mature logical thinking of an adult. A student creates his or her work by effectively capitalizing on rich ideas as a child, while at the same time constructing the backbones of the product, communicating with his or her peers using the logical reasoning of an adult. The "combination of experimental spirit and universality" is also a key. We highly evaluate students' attitude in an attempt to understand their own styles rather than applying ordinary and general ones. An outstanding work originates from the organic connection of experimental challenge and imagination with the universality that clearly conveys students' messages to the audience. Since 2006, the Ministry of Economy, Trade and Industry has proposed the development of "basic abilities that a full-fledged member of society is required to have." These consist of the three abilities of "action" (ability to challenge and go forward), "thinking" (ability to think thoroughly), and "teamwork" (ability to work as a member of a team). These abilities are further defined as "elementary potential necessary for working with various people in the workplace and society." These abilities are also crucial in animation production as media literacy education, and undergo development when put into practice. In the first stage, the students, strangers to each other at first, nurture "teamwork" by building relationships among peers, enabling frank exchange of opinions. In the second stage, students develop "thinking" that forms the logical backbone of the product. In the third stage, they use "action" to realize free imagination that appears only in smooth human relationships. Students then complete superb products with high-level originality and messages conveyed to audiences. In this way, we would like to emphasize the significance of the possibility of cultivating these "basic abilities that a full-fledged member of society is required to have" in our practice class, as well as highly motivate the students. A remaining problem is how we can motivate students who are not much into themselves. Some students have the attitude that they can satisfy themselves merely by earning credits with minimum effort. Our hope is to find ways to enlighten the students of the fascination of production.

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