Blanca de Lizaur, PhD, MA, BA, Content specialist.

Tag: Aprendizaje y desarrollo de habilidades de lecto-escritura

THE POWER OF SOUND –…by its effects you shall know it;  talk by Julian Treasure

THE POWER OF SOUND –…by its effects you shall know it; talk by Julian Treasure

Multimedia, For everybody, Para:, Videos
When one of us wants to communicate with others, we figure out how we can make use of the resources at our disposal, to do so. This means that for purposes of communication, a series of processes aimed ultimately at the expression of our message are deployed –causing it to reach the person we want to receive it–. We have many ways to achieve this. For example: We can express ourselves using sounds, voice, gestures, actions, and by illustration (through the use of images, alphabets, ideograms or codes); as well as through dramatizations… And regardless of whether this is achieved using natural or artifical means (or methods, or technologies), new or old ones –like electronic media and mobile devices–. What matters here, is not so much which means we choose, as what message we are e
A test about media, YOU JUST WILL LOVE TO ANSWER!

A test about media, YOU JUST WILL LOVE TO ANSWER!

For media people, Para:, Magazine
In “The mysterious case of the missing spectator”, I made a brief reference to popular, low-end, or low-brow literature as the one that characteristically employs a collective aesthetic. What does this really mean? To clarify the explanation, I’m going to ask you to respond to a few questions regarding various types of works and characters that most of us know and like… . Complete the following sentences, filling the empty spaces with the missing word/s: 1) In a “cops and robbers” story, the “good guy” and the “bad guy” find themselves standing face to face, and one of them yells: “Drop it, buddy, or I’ll blow ___________________!” 2) At the most exciting moment of a romantic story, one of the main characters exclaims: “I’ll never leave you, my darling; nothing and nobody will
If it is not the readers’ fault, WHOM SHOULD WE BLAME…?

If it is not the readers’ fault, WHOM SHOULD WE BLAME…?

For media people, Para:, Magazine
. IN DEFENSE OF POPULAR COMMERCIAL MAGAZINES, NOVELS AND COMICS . I- DO YOUNG PEOPLE TODAY READ? –Don´t young people read?–  I asked myself in a subway station, before a poster encouraging them to read. I must say that at that moment, dozens of young adults walked right by without stopping to read –not Shakespeare or Cervantes, for goodness sake– but a simple notice board. –And the rest of the population? Do they read?–  I could answer the question myself, recalling the results of a survey published not long ago in one of the then nationally distributed newspapers in Mexico (El Heraldo de México; September 30th, 1991). Indeed they do; in spite of the depressing predictions which shed a bitter and fatalistic vision of the future of our society, the majority of those who responded
O, YEE PROUD PRINTED LETTER…!, or How we have come to forget the worth and value of orality and “normality” in the last 100 years.

O, YEE PROUD PRINTED LETTER…!, or How we have come to forget the worth and value of orality and “normality” in the last 100 years.

For everybody, Para:, Magazine
. An incredible but true story... - I -             I once was told that many years ago, the Mexican Ministry of Education undertook an important mission: That of measuring the I.Q. (Intellectual Quotient) of our indigenous peoples, in order to adequate our school system’s curricula and conditions to their real needs.  A large number of teachers, psychologists and pedagogues armed themselves with batteries of written tests, and set themselves to the task. The results, however, couldn’t have been more disheartening: Most communities sampled –according to the experts, scored so low, that we should consider our “Mexican Indians” to be intellectually disabled...! The project and its results were quickly silenced and buried. No-one dared to publish its “discoveries”, yet no-one could tell
WHAT HIGHLY EDUCATED PEOPLE READ…, when nobody watches

WHAT HIGHLY EDUCATED PEOPLE READ…, when nobody watches

For media people, Para:, Magazine
Pygmalion and Galatea… A professor gave his graduate students a poem written by a prestigious contemporary writer. A few minutes later he asked them what their favourite lines were, but nobody dared to answer: The poem, in spite of the author's reputation, was simply terrible. And although we have been trained to consider "beautiful" that which possesses great technical skill (even when the message, what is being said, is clearly horrible), the poem in question was not even technically noteworthy. That said, there is a kind of tacit agreement amongst members of the literary world that they should show their high regard and appreciation for works that the rest of them have praised, regardless of their true quality; and thus why many of us have occasionally been forced to praise “highbrow
How to make a movie say WHAT YOU WANT TO

How to make a movie say WHAT YOU WANT TO

For audiences, Magazine
. An author's message... Many years ago, one of my university professors refused to explain what “the message” of a literary work is, because he himself didn´t understand  what it was.  I soon realized that he did know, but was cleverly avoiding confrontation with his students in regards to values, ideas and beliefs, given that the “message” of a story  usually exposes its author’s ideology. The ideology ­­–and this is important– colors every piece of information we transmit, and particularly every literary work, every work of art, every mass media product.  Ideology, in fact, intensifies (positively or negatively) the feelings these works awaken in us. Consequently, the “politically correct” version (that is: the “ideology-neutral” version)  of a tale such as Snow White  is perceived