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I’m in the real world : the interpretations of violent imagery in popular culture by adolescents Coflin, Karen
Abstract
This research seeks to understand the interpretations of the violent imagery in popular culture by adolescents. Examples of television, movie and games were chosen by a group of nine secondary students and then discussed. Through the use of lists generated from surveys collected from a larger population the students involved in the focus group chose to view The Matrix and The Simpsons. These programs were then discussed at length in a variety of interview situations. Information concerning electronic games came out of the interviews as well. Interviews focused on the ways in which students interpreted the imagery in the context of the programs and their own lives. The results indicate that students are actively involved in constructing meaning in ways which are appropriate to them as well as indicating a consciousness of the contexts of the specific programs in relation to larger contexts of their own lives and society. For art educators this study has implications in relation to the acknowledgement of popular culture as a legitimate form of visual culture as well as advocating recognizing students expertise in relation to the forms of popular culture that interest them. With the recognition of this expertise art educators can initiate dialogue in order to create an environment where culture is shared and discussed and seen as a viable and exciting part of our lives.
Item Metadata
Title |
I’m in the real world : the interpretations of violent imagery in popular culture by adolescents
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2000
|
Description |
This research seeks to understand the interpretations of the violent imagery in
popular culture by adolescents. Examples of television, movie and games were chosen
by a group of nine secondary students and then discussed.
Through the use of lists generated from surveys collected from a larger population
the students involved in the focus group chose to view The Matrix and The Simpsons.
These programs were then discussed at length in a variety of interview situations.
Information concerning electronic games came out of the interviews as well. Interviews
focused on the ways in which students interpreted the imagery in the context of the
programs and their own lives.
The results indicate that students are actively involved in constructing meaning in
ways which are appropriate to them as well as indicating a consciousness of the contexts
of the specific programs in relation to larger contexts of their own lives and society. For
art educators this study has implications in relation to the acknowledgement of popular
culture as a legitimate form of visual culture as well as advocating recognizing students
expertise in relation to the forms of popular culture that interest them. With the
recognition of this expertise art educators can initiate dialogue in order to create an
environment where culture is shared and discussed and seen as a viable and exciting part
of our lives.
|
Extent |
5034405 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-07-10
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0054886
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2000-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.