The Elements Of Screenology Essay

It is true that even if the screens do the same thing, they are in fact very different from each other. They constantly change their position and shape. There are ‘’big’’ and ‘’small’’ screens. Some of them are flat others are curved. Some of them create light, others reflect it, but is it possible to give just one definition in order to explain each of them? Erkki Huhtamo does a research of the history of the screen in his article called ‘’ Elements of Screenology’’. ‘’Screens should not be studied in isolation of the apparata they are part of. The notion of apparatus comes from cinema studies: it comprises not only the technical system, but also the elements of the viewing situation, including the relationship between the screen and the viewer,

The only thing that the audience can see is just the images. They are unaware of the machines creating them. In an everyday life a person is constantly surrounded by many moving images. They can be billboards, commercials, films or live images happening in a real time. Is it possible to find the etiological origin of the small screen? The solution remains more speculative compared to the big screen. It may be essential to remind the fact that since the beginning of the fire screens were frequently ornamented with pictures. Throughout the Victorian era, the big folding screens used in the home for numerous reasons repeatedly turn into true mixtures of all kinds of printed pictures, remembering the numerous "scrapbooks" made by women and kids as fun. However, the images operate mainly as a decorative item, such screens expect the future improvement of media culture, displaying the vast spread of inexpensive mass-produced images in the 19th century, thanks to advances in print equipment and image duplicate technologies. Undeniably, the routine of decorating screens with images has become so usual that average artwork has occasionally been compared by

The mobile phones for example give the opportunity to connect to others through a moving image. What is being called visual education at the beginning and afterwards renamed to audio-visual education is a slow change of the pedagogical and technological practice. ‘’ This reformation of pedagogical practice, and its usage for mass- mediated education, was not some ideologically neutral enterprise aimed simply at doing things better’’. It holds the model of a liberal, technocratic civilisation. It relocates the restrictions of the class around the occupations and experience that assist this image, and was an unparalleled redefining of the situation of learning as marketplaces to be used. In fact, the history of the educational system is tightly connected to the history of the audio-visual educational