Abstract
The obligation to make broadcast media accessible is often taught as the last step in media production rather than as an opportunity for artistic development. This showcase features a seven-minute recording of a multimedia podcast project led by college students with intellectual disabilities at Humber College in Canada. Featuring transcribed audio clips, drawings, focus group data, and snippets of students’ writing, this presentation is grounded in disability art and justice research and covers the tensions involved in developing creative processes behind making accessibility a uniquely captivating, artful part of broadcast media production. Informed in the field of disability media studies, this work uncovers two key frictions around “cripping” a podcast: first, non-disabled facilitators conscious attempts to share power with disabled project leaders; second, silent podcast clips that teach us what it means to dismantle a method that traditionally relies on consistent verbal engagement. This study argues that while students are eager to develop an accessibility aesthetic by critically centering disability as a desirable arts-informed production feature (rather than as simply an “add-on”) this work relies on deep, collective reflection about accessible and artistic broadcast praxis with intellectually disabled people whose work complicates—and at times, “crips”—compliance-based checklists.
Presenters
Anne ZbitnewProfessor, Faculty of Media & Creative Arts, Humber College, Ontario, Canada Jennifer Chatsick
Professor, Faculty of Health Sciences and Wellness, CICE Program, Humber College ITAL, Ontario, Canada Kim Collins
Student, PhD student , Dalla Lana School of Public Health University of Toronto, Canada Chelsea Jones
Assistant Professor, Brock University, Canada
Details
Presentation Type
Theme
New Media, Technology and the Arts
KEYWORDS
Disability Aesthetic, Project-based Learning, Podcasting, Disability Justice, Broadcast Media, Arts-based
