ABSTRACT
This chapter argues that curriculum approaches in media education must move beyond text-based analysis of closed visual narratives and into the neglected areas of audiences and their technological environment. It offers a flexible and accessible theoretical curriculum model that addresses issues of text, context, and audience in teaching about the new media. The family decides that a mere television set is not enough, so they buy a wall screen, a television that covers one entire wall. The social and technological context of the media has changed with the coming of the information age. The increase in the volume and velocity of information and images hurtling around the globe makes obsolete our old ideas about time and space, history and geography. Effective media teaching should foreground the issue of values and acknowledge differences and antipathies between individuals and between subcultural groups. Students enjoy their media experiences and consider them to be a valuable and important part of their culture.
