Este artículo presenta brevemente el modelo metodológico críticoestilístico para el análisis del video musical, basándose para ello en el ejemplo práctico del video musical Hello again, de The Cars, producido por Andy Warhol en 1984. Este videoclip servirá de excusa para evidenciar las virtudes y defectos del método propuesto como herramienta didáctica y educativa, así como mostrar su eficacia como instrumento de análisis de un género audiovisual que carece en la actualidad de un método específico para su estudio de forma detallada y global.

This work is a synthesis of the origins of these audiovisual regulatory authorities, analysing their regulatory functions and responsibilities regarding control of content. It also reflects on the actions taken by Audiovisual Control Boards as a result of their analysis of content and the problems arising from these analyses, along with their instruments of control: sanctions, recommendations, instructions…to conclude that free and independent societies need these boards to exist as a means of channelling their demands against the abuses of the media, and as elements that protect the most vulnerable sectors of those societies.

Este artículo presenta brevemente el modelo metodológico críticoestilístico para el análisis del video musical, basándose para ello en el ejemplo práctico del video musical Hello again, de The Cars, producido por Andy Warhol en 1984. Este videoclip servirá de excusa para evidenciar las virtudes y defectos del método propuesto como herramienta didáctica y educativa, así como mostrar su eficacia como instrumento de análisis de un género audiovisual que carece en la actualidad de un método específico para su estudio de forma detallada y global.

This work is a synthesis of the origins of these audiovisual regulatory authorities, analysing their regulatory functions and responsibilities regarding control of content. It also reflects on the actions taken by Audiovisual Control Boards as a result of their analysis of content and the problems arising from these analyses, along with their instruments of control: sanctions, recommendations, instructions…to conclude that free and independent societies need these boards to exist as a means of channelling their demands against the abuses of the media, and as elements that protect the most vulnerable sectors of those societies.

El ecosistema comunicativo crece y se produce en la sociedad tecnológica actual, donde prima la hipercomunicación; en este ambiente, una ingente cantidad de pantallas difunde contenidos audiovisuales que conforman la opinión y comportamiento de los receptores. Las distintas formas de interacción presencial y virtual, así como la vorágine mediática, requieren de la formación y alfabetización, no sólo comunicativa sino igualmente audiovisual, que pretende el alcance de la actitud crítica a través del desarrollo del conjunto de habilidades necesarias para la comunicación presencial y virtual. En este sentido, la presente investigación trata de justificar el interés y necesidad del crecimiento de la competencia mediática como forma de expresión autónoma y crítica. Esta temática centra el interés de diferentes organismos e instituciones de carácter nacional e in...

This research revealed the common competencies of the disciplinary component of professional academic programs in Communication and/or Journalism in Latin America: Argentina, Mexico, and Colombia cases. Its relevance lies in contributing to the design of tools, methods and indicators that improve the quality of higher education in Latin America, based on the study of training and evaluation processes by competencies. In addition, it provides guidelines for the homologation and validation of studies at a national and international level. The methodology included five steps: 1) Selection of higher education institutions. 2) Selection of academic programs. 3) Identification of competencies declared by the programs. 4) Categorization of competencies in the syllabi of disciplinary subjects. 5) Characterization of common competencies in disciplinary component subjects. It was concluded:1) Brea...

The communicative ecosystem develops and takes place in today’s technological society where hypercommunication is prioritized. Within this context, an enormous number of screens broadcast audiovisual contents that shape the recipients’ opinion and behavior. The different types of faceto- face and virtual interaction, as well as the media maelstrom, require training and literacy, not only communicative but also audiovisual, aimed at the attainment of a critical attitude through the development of the skills necessary for face-to-face and virtual communication. In this sense, this research intends to justify the interest and need for growth of media competence as a form of autonomous and critical expression. This topic attracts the interest of different national and international organizations and institutions, and is closely related to the media education that should be carried...

The communicative ecosystem develops and takes place in today’s technological society where hypercommunication is prioritized. Within this context, an enormous number of screens broadcast audiovisual contents that shape the recipients’ opinion and behavior. The different types of faceto- face and virtual interaction, as well as the media maelstrom, require training and literacy, not only communicative but also audiovisual, aimed at the attainment of a critical attitude through the development of the skills necessary for face-to-face and virtual communication. In this sense, this research intends to justify the interest and need for growth of media competence as a form of autonomous and critical expression. This topic attracts the interest of different national and international organizations and institutions, and is closely related to the media education that should be carried...

This research revealed the common competencies of the disciplinary component of professional academic programs in Communication and/or Journalism in Latin America: Argentina, Mexico, and Colombia cases. Its relevance lies in contributing to the design of tools, methods and indicators that improve the quality of higher education in Latin America, based on the study of training and evaluation processes by competencies. In addition, it provides guidelines for the homologation and validation of studies at a national and international level. The methodology included five steps: 1) Selection of higher education institutions. 2) Selection of academic programs. 3) Identification of competencies declared by the programs. 4) Categorization of competencies in the syllabi of disciplinary subjects. 5) Characterization of common competencies in disciplinary component subjects. It was concluded:1) Brea...