Titanic resources could be used in a single lesson
Exploring these texts from the A, or Audience, side of the T.A.P. model might begin by attempting to identify the intended or target audience of each text. One may compare the clips from the film and the documentary. Although both deal with the subject of the Titanic, they clearly have different audiences in mind. Questions to ask include In what way would the Discovery Channel’s audience be similar to or different from the film’s audience How would these audiences be different from the readers of the 1912 edition of The San Francisco Examiner What do you think critics meant when they referred to the fans that went to see the film time and time again as “Titaniacs” What was the appeal of the film Were Titaniacs more likely to be males or females, young or old Why.
On the P, or Production, side of the T.A.P. model one can ask questions that range from the simple to the complex. The song has no author attributed and is merely noted as public domain. How do students understand this term The newspaper resources include both an eyewitness account and an editorial cartoon. Are authors identified When a modern media text is created (the film, the documentary) what are the institutional and corporate mechanisms for distributing it What are the rules and laws that govern and protect these texts, both nationally and internationally What different techniques are used in their creation.
This exercise is simply an example of the type of topic that can be approached by using a variety of different texts. Both the book and the film version of Flags of Our Fathers constitute another example of how an era (World War II) and an incident (the raising of the flag at Iwo Jima) can be examined through primary and secondary resources, including journals, books, photographs, letters, and newspaper accounts.
We’re sure you can create your own topic that lends itself to a multimedia approach. We have found that once you start studying a particular topic this way, students and other teachers will contribute to the resources available in a kind of “pebble in the pond” pedagogy. Though some readers may worry about how time-consuming this multimedia activity is, in reality most of the instructional time with the Titanic exercise is focused on students responding to these texts, rather than simply reading, listening, or watching them. When we have used these in classes and workshops, time spent reading, viewing, and listening is typically 15—25 minutes, leaving plenty of time in a standard period to engage students with the texts. The Titanic resources could be used in a single lesson or developed throughout several lessons.
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