Optical play and the expanded archive: mapping childhood and media archaeology.
This article explores the study of pre-cinematic toys and media within the context of a multidisciplinary childhood studies department, arguing that childhood studies and media archaeology share a number of critical preoccupations, analytical approaches, and possibilities for hands-on engagement wit...
| Publicado en: | Early Popular Visual Culture Vol. 18; no. 1; pp. 29 - 44 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Feb2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=144544819&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 144544819 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 17460654 15UY jtl: Early Popular Visual Culture issn: 17460654 maglogo: N pubinfo: dt: Feb2020 vid: 18 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 144544819 10.1080/17460654.2020.1761602 ppf: 29 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.4MB tig: atl: Optical play and the expanded archive: mapping childhood and media archaeology. aug: au: Bak, Meredith affil: Department of Childhood Studies, Rutgers University-Camden, Camden, NJ, USA su: Historical archaeology History of education Archaeology Film studies Media studies Optical materials Toys sug: subj: Historical archaeology History of education Archaeology Film studies Media studies Optical materials Toys keyword: Childhood material Culture optical toys play ab: This article explores the study of pre-cinematic toys and media within the context of a multidisciplinary childhood studies department, arguing that childhood studies and media archaeology share a number of critical preoccupations, analytical approaches, and possibilities for hands-on engagement with historical and contemporary media. From the perspective of childhood, historical media such as optical toys are linked to alternate intellectual genealogies than those that might be expected within the film and media studies classroom. Material engagement with optical toys in this distinct disciplinary space brings new critical and methodological issues surrounding objects such as nineteenth-century optical toys to the surface. The article traces several core concepts that have driven media archaeological inquiry – such as regression and play – and considers how these terms have been deployed, while the closely related concept of childhood has been excluded. Close consideration of children as historical creators and users of optical media offers new possibilities for hands-on classroom practice, from the expansion of archival possibilities and constellations of evidence to the incorporation of critical perspectives from the history of object-based education. While media archaeological inquiry encompasses technologies, devices, and apparatus of all sorts, optical toys and related playthings – of all objects – offer particularly fruitful case studies for experimental analysis. Drawing these two disparate fields together reveals important connections between children as historical creators and users of optical toys and the kinds of questions and conclusions contemporary researchers may draw in classrooms today. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Early Popular Visual Culture is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Early Popular Visual Culture holder: Taylor & Francis Ltd dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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