This blog post examines the results of a small-scale survey
into popular culture in the primary classroom, with a focus on using technology
with popular culture. The survey was conducted in interview format with myself
as the interviewer and a fellow third year trainee teacher, as the interviewee.
The overall
findings of the survey were that the interviewee believed popular culture in
the classroom to be a positive way to engage children with learning and, when
used appropriately, can be beneficial for development. This is a similar viewpoint
to Vasquez and Felderman (2013), as they comment on creating an engaging and
enjoyable curriculum, through the use of popular culture.
Lambirth
(2003) observes that many teachers choose to stick rigidly to the curriculum
and not engage in children’s interests, for fear of not understanding
children’s current interests, or that in bringing popular culture to the
classroom it would be deviating from the key learning children are entitled to.
“If their interests are accessible and able to be readily used in the classroom
as a way of engaging with the learning, then why not use them?” (Taken from
interview).
The
interviewee’s feelings of the use of popular culture and technology in the
classroom were similar to my own. If teachers can help children engage with
learning by using something of interest, and consequently allowing children to
enjoy their learning, then it seems almost counterproductive not to use this as
a tool for engagement.
From my
experience, using a character from popular culture in the classroom can help
children spark up an interest in what they are learning about. For example; in
a Year One class (School Experience 3) the teacher was beginning to introduce
children to maps. She used the example of a postman delivering his letters, and
they were to draw a simple line map of his journey. For this the teacher used
Postman Pat, as he is a popular character within this age bracket and something
that could help the children visualise the journey – they could imagine postman
pat driving through the village in his red van.
Conversely,
the drawbacks to using popular culture in the classroom could include the
matter of wider understanding. If some children do not watch the same
television programs, or may not have access to certain books/comics, this could
leave them feeling left out if the teacher brought something they were
unfamiliar with to the classroom.
Furthermore,
outlining the implications for my future practice is near impossible at this
stage, as I do not feel that I understand enough about using popular culture
effectively in the classroom, nor that I fully comprehend what the benefits and
downsides are to using popular culture in the classroom. However, from the
interview, and the reading I have done so far, I feel that popular culture and
technology should be used appropriately, and cautiously, and only if the
teacher is completely aware of the dangers as well as the benefits.
Vasquez, V. M. and Felderman, C. B. (2013) Technology and Critical Literacy in Early
Childhood. New York, NY: Routledge
Lambirth, A. (2003) ‘”They get enough of that at home”:
Understanding Aversion to popular cultures in schools’ in Reading literacy and language. pp 9-13.
It is interesting to see that your interviewee like mine and like Annabel's agree that popular culture should be used in the classroom with the ways that it engages children in what they are interested in. I totally agree from what your interviewee said: “If their interests are accessible and able to be readily used in the classroom as a way of engaging with the learning, then why not use them?” The rhetorical question at the end of that makes me personally think that yes popular culture should indefinitely be encouraged within lessons.
ReplyDeleteThe drawback you mention ‘if some children do not watch the same television programs, or may not have access to certain books/comics, this could leave them feeling left out if the teacher brought something they were unfamiliar with to the classroom’, is important, however as a teacher you need to have an inclusive approach within your class where a teacher needs to choose certain aspects of popular culture to include all pupils, not the majority.
Exactly my point, if some aspect of popular culture is used in the classroom and a child is not familiar with it then they would feel left out, so therefore popular culture should be used with caution in the classroom, and only when the teacher is secure in the knowledge that introducing it will encourage an inclusive environment. I think it is similar to the debate over whether or not children should wear uniform - whilst this encourages independence and personality, some children may not have access to 'cool' clothes due to parental views, or money problems. Anything that deviates from the curriculum is a risk for many reasons including the issue of inclusion, teachers need to be aware of this. But I still agree that popular culture should be used in the classroom, just with caution.
ReplyDeleteI have read your blog and the following comments and I take stock of the comments. You are so right about teaching to all , not just the majority, so it reminds me of what Robinson (2010) said in his famous book 'out of our minds' and that is all children are individuals and should be taught that way. Furthermore, Robinson (2011:240) 'In all cases, innovation involves taking risks'. We need to be brave models for the children we teach and give them the opportunities to fly!
ReplyDeleteI recommend you read some of his books and Changing Paradigms at the TDA ( http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html )
Robinson (2010) The Element. Penguin
Robinson (2011) Out of Our Minds. West Sussex: Capstone Publishing Ltd.