Abstract

The practice of video production as a means of learning through art is closely related to the concept of media literacy, although misuse of the term in Japan has created some obstacles. First, an imbalance exists between video literacy’s two educational aspects: using video to express ideas and interpreting the expressions used within them. Second, unqualified instructors are frequently tasked to teach video production in an educational context. Third, rapid changes in social environments lead to disparities between social reality and educational objectives. These problems are rooted in an outdated understanding of media literacy as a concept in Japan, which in turn can be attributed to an inadequate translation of the term into Japanese that strips away its creative connotations.

Keywords: video production, media literacy, media, instructor education, video expression and education

How to Cite:

HASE, K., (2014) “Problems Related to the Practice of Video Education in Japan”, Journal of Cultural Research in Art Education 31(1), 196-209. doi: https://doi.org/10.2458/jcrae.4927