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Entertainment-Education: Where Has It Been? Where Is It Going? Draft.

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Title: Entertainment-Education: Where Has It Been? Where Is It Going? Draft.
Language: English
Authors: Singhal, Arvind, Brown, William J.
Peer Reviewed: N
Page Count: 24
Publication Date: 1995
Document Type: Reports - Evaluative
Speeches/Meeting Papers
Descriptors: Audience Awareness, Community Education, Developing Nations, Development Communication, Mass Media Role, Mass Media Use, Media Research, Programming (Broadcast), Social Change
Abstract: A study examined the promises and limitations of the entertainment-education strategy used in development communication and charted some future directions for this approach. The approach began in the 1970s with the recognition that mass media has its limitations in fostering national development; a more participatory development theory emerged stressing the importance of community involvement, interactive two-way communication, and small media. However, lately, with the globalization of media, the rise in entertainment programming, and questions about media's ubiquitous influence, entertainment-education represents the one specific trend for development that shows promise. The strategy includes an educational, instructional-development message, transmitted by an entertaining communication channel, to foster pro-social change. A Peruvian "telenovela" ("Simplemente Maria") serves as a case study of how the process works, and how it differs from "boredom-education" programming. New directions for entertainment-education could include: (1) moving from a production-centered approach to an audience-centered approach in program design; (2) incorporating more cultural, humanistic traditions in both design and research of programs and more rigor in evaluating the educational effects of programs; (3) drawing more on area studies such as attitude change and persuasion, social marketing, and cognitive information processing in implementing programs; (4) moving from a primary focus on family planning and public health issues to creating programs to address other development needs; and (5) considering the likelihood that the strategy will spill over into classroom instruction and distance learning. (Contains one figure and 50 references.) (NKA)
Entry Date: 1995
Accession Number: ED384093
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Entertainment-Education: Where Has It Been? Where Is It Going? Draft.
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  Data: N
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  Data: 24
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  Data: 1995
– Name: TypeDocument
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  Data: Reports - Evaluative<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Audience+Awareness%22">Audience Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Education%22">Community Education</searchLink><br /><searchLink fieldCode="DE" term="%22Developing+Nations%22">Developing Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Development+Communication%22">Development Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Mass+Media+Role%22">Mass Media Role</searchLink><br /><searchLink fieldCode="DE" term="%22Mass+Media+Use%22">Mass Media Use</searchLink><br /><searchLink fieldCode="DE" term="%22Media+Research%22">Media Research</searchLink><br /><searchLink fieldCode="DE" term="%22Programming+%28Broadcast%29%22">Programming (Broadcast)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Change%22">Social Change</searchLink>
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  Data: A study examined the promises and limitations of the entertainment-education strategy used in development communication and charted some future directions for this approach. The approach began in the 1970s with the recognition that mass media has its limitations in fostering national development; a more participatory development theory emerged stressing the importance of community involvement, interactive two-way communication, and small media. However, lately, with the globalization of media, the rise in entertainment programming, and questions about media's ubiquitous influence, entertainment-education represents the one specific trend for development that shows promise. The strategy includes an educational, instructional-development message, transmitted by an entertaining communication channel, to foster pro-social change. A Peruvian "telenovela" ("Simplemente Maria") serves as a case study of how the process works, and how it differs from "boredom-education" programming. New directions for entertainment-education could include: (1) moving from a production-centered approach to an audience-centered approach in program design; (2) incorporating more cultural, humanistic traditions in both design and research of programs and more rigor in evaluating the educational effects of programs; (3) drawing more on area studies such as attitude change and persuasion, social marketing, and cognitive information processing in implementing programs; (4) moving from a primary focus on family planning and public health issues to creating programs to address other development needs; and (5) considering the likelihood that the strategy will spill over into classroom instruction and distance learning. (Contains one figure and 50 references.) (NKA)
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  Data: 1995
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      – Text: English
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        PageCount: 24
    Subjects:
      – SubjectFull: Audience Awareness
        Type: general
      – SubjectFull: Community Education
        Type: general
      – SubjectFull: Developing Nations
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      – SubjectFull: Development Communication
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      – SubjectFull: Mass Media Role
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      – SubjectFull: Mass Media Use
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      – SubjectFull: Media Research
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      – SubjectFull: Programming (Broadcast)
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      – SubjectFull: Social Change
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      – TitleFull: Entertainment-Education: Where Has It Been? Where Is It Going? Draft.
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            NameFull: Brown, William J.
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              Type: published
              Y: 1995
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