Stereotypes vs. Strategies for Digital Media Artists: The Case for Culturally Relevant Media Production

Abstract

Digital media arts programs continue to be added to school curricula throughout the United States. Education through digital media arts also occurs outside school settings. We need to ensure that educational digital media arts programs actively and consciously teach students to critique societal stereotypes and biases they encounter in their media training as well as in their own artwork. This article argues for the inclusion of pedagogical approaches that encourage critical thinking in digital media arts production spaces. In response to this need, culturally relevant media production is proposed as a set of criteria that media producers and instructors can use to create effective prosocial content for educational and/or entertainment purposes. The 3 criteria for culturally relevant media production are instructional methods and theories, culturally conscious content, and critical thinking skills support. These criteria and examples of existing forms of media that meet these criteria are explored in this article.