The three authors have, between them, extensive experience of teaching English, Drama and Media, ... more The three authors have, between them, extensive experience of teaching English, Drama and Media, as well as teaching teachers in these fields. The article explores the implications of the apparently straightforward proposition that these three related domains, whose histories are so closely entangled, should enjoy parity. The proposition is explored with reference to the historical constitution of these elements of what we currently know as 'English'; and to three vignettes illustrating work in schools which productively confuses the three domains.
... James Durran ... Kress and Van Leeuwen argue particularly strongly that, as the field of comm... more ... James Durran ... Kress and Van Leeuwen argue particularly strongly that, as the field of communication has widened in recent years and continues to do so, to include increasing quantities of visual material, in the future we will need new languages to describe these forms ...
We want to talk, in this chapter, about some of our work that relates to the use of new technolog... more We want to talk, in this chapter, about some of our work that relates to the use of new technologies within media education and how it relates to the understanding, interpretation, and analysis of media texts. Our examples and interviews come from the first specialist Media Arts college in the UK, Parkside Community College in Cambridge, a small comprehensive school in which one of us worked formerly and one of us is still working. This school has been working with digital video since 1997, and we have published a number of accounts of work in this field (
for Education. The National Educational Research (NERF) is an independent organisation. Its role ... more for Education. The National Educational Research (NERF) is an independent organisation. Its role is to oversee the development of a coherent strategy for educational research and its use. NERF organises projects, seminars and workshops inspired by and engaging with its partners. The outcomes of these can be found in NERF’s Working Paper series, copies of which can be downloaded from the NERF website.
use of new technologies within media education and how it relates to the understanding, interpret... more use of new technologies within media education and how it relates to the understanding, interpretation, and analysis of media texts. Our examples and interviews come from the first specialist Media Arts college in the UK, Parkside Community College in Cambridge, a small comprehensive school in which one of us worked formerly and one of us is still working. This school has been working with digital video since 1997, and we have published a number of accounts of work in this field (Burn, 2000; Burn & Durran, 1998; Burn & Reed, 1999; Burn et al., 2001). For us, the phrase digital generations suggests that the difference of digital is an absolute distinction—it implies a rupture between the technologies and cultures of the digital and analogue ages, a generation gap between the groups of people caught up in these ages, a linear past and a nonlinear future, a former swamp of dinosaur technologies, and a future utopia of dazzling digital manipulations (and a present caught uncomfortably b...
An article with colleague James Durran, describing a project with Shakespeare's Globe to develop ... more An article with colleague James Durran, describing a project with Shakespeare's Globe to develop a game-authoring tool for young people to make videogames of Macbeth. Full citation: Burn, A and Durran, J (2013) ‘Playing Shakespeare: Macbeth – Narrative, Drama, Game’. In Teaching English, National Association for the Teaching of English. Issue 1, February 2013.
The three authors have, between them, extensive experience of teaching English, Drama and Media, ... more The three authors have, between them, extensive experience of teaching English, Drama and Media, as well as teaching teachers in these fields. The article explores the implications of the apparently straightforward proposition that these three related domains, whose histories are so closely entangled, should enjoy parity. The proposition is explored with reference to the historical constitution of these elements of what we currently know as 'English'; and to three vignettes illustrating work in schools which productively confuses the three domains.
... James Durran ... Kress and Van Leeuwen argue particularly strongly that, as the field of comm... more ... James Durran ... Kress and Van Leeuwen argue particularly strongly that, as the field of communication has widened in recent years and continues to do so, to include increasing quantities of visual material, in the future we will need new languages to describe these forms ...
The three authors have, between them, extensive experience of teaching English, Drama and Media, ... more The three authors have, between them, extensive experience of teaching English, Drama and Media, as well as teaching teachers in these fields. The article explores the implications of the apparently straightforward proposition that these three related domains, whose histories are so closely entangled, should enjoy parity. The proposition is explored with reference to the historical constitution of these elements of what we currently know as 'English'; and to three vignettes illustrating work in schools which productively confuses the three domains.
... James Durran ... Kress and Van Leeuwen argue particularly strongly that, as the field of comm... more ... James Durran ... Kress and Van Leeuwen argue particularly strongly that, as the field of communication has widened in recent years and continues to do so, to include increasing quantities of visual material, in the future we will need new languages to describe these forms ...
The three authors have, between them, extensive experience of teaching English, Drama and Media, ... more The three authors have, between them, extensive experience of teaching English, Drama and Media, as well as teaching teachers in these fields. The article explores the implications of the apparently straightforward proposition that these three related domains, whose histories are so closely entangled, should enjoy parity. The proposition is explored with reference to the historical constitution of these elements of what we currently know as 'English'; and to three vignettes illustrating work in schools which productively confuses the three domains.
... James Durran ... Kress and Van Leeuwen argue particularly strongly that, as the field of comm... more ... James Durran ... Kress and Van Leeuwen argue particularly strongly that, as the field of communication has widened in recent years and continues to do so, to include increasing quantities of visual material, in the future we will need new languages to describe these forms ...
We want to talk, in this chapter, about some of our work that relates to the use of new technolog... more We want to talk, in this chapter, about some of our work that relates to the use of new technologies within media education and how it relates to the understanding, interpretation, and analysis of media texts. Our examples and interviews come from the first specialist Media Arts college in the UK, Parkside Community College in Cambridge, a small comprehensive school in which one of us worked formerly and one of us is still working. This school has been working with digital video since 1997, and we have published a number of accounts of work in this field (
for Education. The National Educational Research (NERF) is an independent organisation. Its role ... more for Education. The National Educational Research (NERF) is an independent organisation. Its role is to oversee the development of a coherent strategy for educational research and its use. NERF organises projects, seminars and workshops inspired by and engaging with its partners. The outcomes of these can be found in NERF’s Working Paper series, copies of which can be downloaded from the NERF website.
use of new technologies within media education and how it relates to the understanding, interpret... more use of new technologies within media education and how it relates to the understanding, interpretation, and analysis of media texts. Our examples and interviews come from the first specialist Media Arts college in the UK, Parkside Community College in Cambridge, a small comprehensive school in which one of us worked formerly and one of us is still working. This school has been working with digital video since 1997, and we have published a number of accounts of work in this field (Burn, 2000; Burn & Durran, 1998; Burn & Reed, 1999; Burn et al., 2001). For us, the phrase digital generations suggests that the difference of digital is an absolute distinction—it implies a rupture between the technologies and cultures of the digital and analogue ages, a generation gap between the groups of people caught up in these ages, a linear past and a nonlinear future, a former swamp of dinosaur technologies, and a future utopia of dazzling digital manipulations (and a present caught uncomfortably b...
An article with colleague James Durran, describing a project with Shakespeare's Globe to develop ... more An article with colleague James Durran, describing a project with Shakespeare's Globe to develop a game-authoring tool for young people to make videogames of Macbeth. Full citation: Burn, A and Durran, J (2013) ‘Playing Shakespeare: Macbeth – Narrative, Drama, Game’. In Teaching English, National Association for the Teaching of English. Issue 1, February 2013.
The three authors have, between them, extensive experience of teaching English, Drama and Media, ... more The three authors have, between them, extensive experience of teaching English, Drama and Media, as well as teaching teachers in these fields. The article explores the implications of the apparently straightforward proposition that these three related domains, whose histories are so closely entangled, should enjoy parity. The proposition is explored with reference to the historical constitution of these elements of what we currently know as 'English'; and to three vignettes illustrating work in schools which productively confuses the three domains.
... James Durran ... Kress and Van Leeuwen argue particularly strongly that, as the field of comm... more ... James Durran ... Kress and Van Leeuwen argue particularly strongly that, as the field of communication has widened in recent years and continues to do so, to include increasing quantities of visual material, in the future we will need new languages to describe these forms ...
The three authors have, between them, extensive experience of teaching English, Drama and Media, ... more The three authors have, between them, extensive experience of teaching English, Drama and Media, as well as teaching teachers in these fields. The article explores the implications of the apparently straightforward proposition that these three related domains, whose histories are so closely entangled, should enjoy parity. The proposition is explored with reference to the historical constitution of these elements of what we currently know as 'English'; and to three vignettes illustrating work in schools which productively confuses the three domains.
... James Durran ... Kress and Van Leeuwen argue particularly strongly that, as the field of comm... more ... James Durran ... Kress and Van Leeuwen argue particularly strongly that, as the field of communication has widened in recent years and continues to do so, to include increasing quantities of visual material, in the future we will need new languages to describe these forms ...
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