Thesis (M.S.)--Kutztown University, 1990. / Source: Masters Abstracts International, Volume: 45-06, page: 2725. Typescript.

Thesis (B.F.A.)--Smith College, 2005. / Includes bibliographical references (leaves 19-20). Filmography: leaves 21-23. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (B.F.A.)--Smith College, 2005. / Includes bibliographical references (leaves 19-20). Filmography: leaves 21-23.

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Thesis (DPhil (Drama))--Stellenbosch University, 2009. / The purpose of this study is to examine critically the phenomenon of participatory video and to situate within this the participatory video project that was initiated as part of this study in the informal settlement area of Kayamandi, South Africa. The overall objective of the dissertation is to consider the potential of participatory video within current-day South Africa towards enabling marginalised groups to represent themselves and achieve social change. As will be shown, the term ‘participatory video’ has been used broadly and applied to many different types of video products and processes. For the preliminary purposes of this dissertation, participatory video is defined as any video (or film) process dedicated to achieving change through which the subject(s) has been an integral part of the planning and/or production, as well as a primary end-user or target audience. The two key elements that distinguish participatory video are thus (1) understanding video (or film) as a tool for social change; and (2) understanding participation by the subject as integral to the video process. An historical analysis thus considers various filmmaking developments that fed into the emergence of participatory video. These include various film practices that used film as a tool for change -- from soviet agitprop through to the documentary movement of the 1930s, as well as various types of filmmaking in the 1960s that opened up questions of participation. The Fogo process, developed in the late 1960s, marked the start of participatory video and video advocacy and provided guiding principles for the Kayamandi project initiated as part of this dissertation. Practitioners of the Fogo process helped initiate participatory video practice in South Africa when they brought the process to South African anti-apartheid activists in the early 1970s. The Kayamandi Participatory Video Project draws on this background and context in its planned methodology and its implementation. Out of this, various theoretical issues arising from participatory video practice contextualise a reflection and an analysis of the Kayamandi project. Lastly, this study draws conclusions and recommendations on participatory video practice in South Africa.

A thesis submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Science. Johannesburg, February 2013. / This case study supports the National Department of Education’s (DoE) strategy of integrating information and communication technologies (ICTs) into the curriculum delivery in all South African schools to enhance teaching and learning. It examined the influence of a Mindset’s multimedia digital versatile disk (DVD) instruction of chemical systems core knowledge area, a section in the grade 11 Physical Science curriculum. The main emphasis was directed at examining the influence that the DVD material would have on learners’ understanding of scientific processes and concepts in that particular section. Secondary to this objective, it looked at the attitudes and perceptions of learners and their teacher towards the classroom integration of the DVD material, also taking note of the challenges and benefits attributed to the integration itself. This study was based on the distributive cognition framework which has its roots in the socio-cultural and situated learning theories. The framework suggests that the learning process of the scientific concepts by learners is situated in a social learning environment, where learning is mediated by technological tools and artifacts (Valanides & Angeli, 2008). Under this cognitive theory the learner is positioned at the centre of the learning environment that is formulated by other people (i.e. other learners, the teacher and the community), the learning material (i.e. the content) and learning resources (i.e. physical and technological tools).Learning therefore is regarded as a social process where other people and the learning resources actively interact (Hollan, Hutchkins & Kirsh, 2000). Through the DVD’s visuals and explanations, the artificial mining environment was brought into the classroom enabling learners to be exposed to the scientific processes involved in the mining industry as a social real world activity which learners could associate with. That on its own could enhance the comprehension of content. A quasi experimental design was adopted with two grade 11 Physical Science classes from the same school, one used as an experimental group and the other one as a control group. The study sample consisted of 56 learners, 24 in the control group and 32 in the experimental group. Both classes were taught the same content by the same teacher without using the DVD lessons for a period of three weeks. Thereafter, the experimental group was exposed to the multimedia-supported lessons for three more weeks (i.e. the teacher used the DVD lessons to supplement his traditional teaching methods) while during the same period the control group was taught the same content for the same duration using the traditional teaching methods only. The pre-test and post-test measures were administered on both groups using the same instruments in order to check if the difference in the teaching approach had a positive impact or not. In addition, the data was collected in the form of questionnaires and interviews for attitudes and perceptions about using the DVD material for teaching and learning. The null hypothesis tested was: “the mean result of the experimental group would be the same or lower than that of the control group”. The t-test results showed that there was no statistical difference between the performances of the two groups hence upholding the null hypothesis. Descriptively, the results showed that learners regarded a multimedia-supported learning environment as an exciting one. They mentioned that it posed more benefits than challenges. The teacher also displayed positive attitude and perceptions about using the DVD material for teaching and learning as he indicated that it is a useful teaching tool.

Thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfillment of the requirement for the degree of Doctor of Philosophy. Johannesburg, 2017 / This thesis explores the contribution and significance of Multichoice Nigeria and its Africa Magic channels in the development of the Nigerian film industry. The main objective of the study is an interrogation of the terms of Multichoice contracts with Nollywood content producers as well as a review of the effect of the programmes of Multichoice on content producers. The second key objective is to examine the development impacts of these initiatives on the Nigerian film industry. Semi-structured in-depth interviews were conducted with industry practitioners, representatives of the Multichoice and officials of government agencies in Nigeria in addition to analysis of policy documents. The thesis is influenced by critical political economy and the critical media industry studies approach developed by Haves, Lotz and Tinic (2009) whose study of creative and entertainment industries focuses on content producers and cultures of production in media corporations. The study examines Multichoice’s production initiatives as perceived by Nollywood content producers, and provides situated accounts of Nollywood filmmakers’ experiences, encounters, pressures and tensions which undermine Multichoice’s apparent social objectives. It modifies the production culture to the culture of business in the media industry and exposes the need for industry practitioners to engage intellectual property lawyers in their business dealings with Multichoice and other corporate agencies in order to forestall exploitation. While highlighting the complexities, contradictions and ambiguities in the Multichoice-Nollywood relationship, as well as the challenges confronting Nollywood, I argue that contrary to the reservations of the content producers, the industry has benefited from Multichoice in direct and indirect ways. These include improved quality of film production, the increased online presence of Nollywood films, enhancing the local tourism and hospitality industry and promoting professionalism. The study therefore recommends government intervention to address the existing mistrust between Multichoice and Nollywood. The study inspires the “early bird theory” to interpret the Multichoice-Nollywood relationship and experience; studying similar relationships between media corporations and the local film industries in Third World nations. This thesis makes original contribution to knowledge by providing resource material to the scarce literature in critical media industry studies with particular regard to the African film industry. / XL2018

Thesis (M.S.)--Rochester Institute of Technology, 2006. / Typescript. Includes bibliographical references (leaves 136-138).

Thèse doctorat : Informatique : Villeurbanne, INSA : 2006. / Thèse rédigée en anglais. Titre provenant de l'écran-titre. Bibliogr. p. 88-98.