CAPES: ‘Power’

Our theme, given by the CAPES examiners, is that of POWER.

Within this unit, we are going to describe, analyse and evaluate such power and reflect upon how it is manifested in current affairs and news carried by the English-speaking media.

This is the Unit homepage and, as we go, you will find all sorts of cascading menus springing out of the CAPES ‘Power’ tab on the main menu.  Where appropriate, and with your consent, I will also host on the site elements of our workshop output / discussions.  My intention is that we should be able to think, discuss and interact rather than concentrate on all simultaneously recording what is being said.  In learning terms we may think we are multi-tasking: both listening and writing, but in reality we do neither that well when we try to do both at the same time.  This repository of our thoughts, discussions, workshop outputs etc will remain available to you on my site for learning and revision purposes.  I hope this helps.

Unit Specification.

Well, there is no formal specification devolving from above, so here is what I intend that we should do.

1. To consider the nature, dimensions, meaning and representations of POWER in all its various forms and produce a working definition that you are capable of applying (not only in a ‘Media’ context).
2. On the basis of the above to work together to produce an attribute assessment grid / criteria set / framework which allows us to identify, analyse, evaluate and draw valid conclusions about POWER and its representation.
3. To consider the nature, role and responsibilities of the media (TV, radio, web, social online media, music, newspapers, magazines etc).
4. To condider the origins, nature and power of the media itself (as distinct from the representations of power carried in media content and reporting) and the ‘personalities and powers that be‘ behind the media.
5. To identify and compare & contrast the different media used in the English speaking world (TV, Newspapers / Magazines, Internet & Social Networking, Film, Photography).
6. To apply the above (1-5) understanding to various forms of power represented in a variety of UK and  USA media in an analytical and evaluative manner.
7. To consider ways and means of using and adapting media representations of power for application in a variety of classroom settings and levels
8. To consider the potential for the transferability of the knowledge we have developed of representations of POWER in the anglophone media beyond these confines. (To what extent will our principles of analysis hold good, for example in the examination of Power within 17th century literature?)
   

Unit Learning and Teaching Schedule.

Logically, we are going to work our way systematically through the above (as the above is organised based upon:

• subject + means of analysis of subject –>
• context + + means of analysis of subject –>
• Application

I can’t at this stage say exactly what will happen in which session as I am not sure how fast we will be able to get through this given I have not seen you ‘in action’ and this is the first time this unit has been taught.

First, however, we are going to have to define our key term.

What on earth is ‘POWER’ and how will we recognise it when we see it?