Notes from 5/31
Kress seems to construct dichotomies. We need to flesh out the planet between his poles.
We're not looking for social commentary.
Look at what ideas these kids come with, how they turn them into texts, and how they turn them into videos. What are their literate activities? ie. shots, cropping, sequencing.
Comprehensability, 6 Traits
Intention precedes production of the message. (Derida)
Psychological, mechanical relationships will be the same as adults.
They are the mediator between intention and production. What they do is what we are studying.
Reading and writing require the same prerequisite skills.
Viewing and producing video do not require the same skills. You can watch a movie with no prerequisites, although your level of background information and sophistication will affect what you are able to get out of the experience. Producing video requires special equipment and expertise. Only very recently have both the means of production and access to distribution become widely available.
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2 comments:
I’ve been working on some structural ideas while observing at the camp. In terms of six traits, so far we have worked on ideas. However, I think one important aspect for the “ideas” phase is that kids are actually up and moving in addition to sitting and writing. When the kids worked out some of the sequencing and the facial expressions and the setting while they were active, I think it added to the script. This should figure into our ideas stage. Also oen of the counselors described the aspect of “watermelon” ideas and “seed” ideas and how students needed to tone down their ideas to create video shorts. This could work into a really good strategy.
Also kids were working on sequencing through action. Instead of once upon a time, then, next, finally…they were working on short scenes and sequences. What happens then what in terms of shots rather than paragraphs or sections. The sections are much more defined. My question is, how do sections work as paragraphs. I am also very interested to see how they construct their different transitions.
Kids were also experimenting with effects and camera angles/shots. How do these figure into the meaning making?
this makes so much sense. I can see a separate article on finding the six traits in media texts: a primer for teachers. In it we could demonstrate what you are noticing here, and then make the case with each trait how it is alike and different that same trait in written texts. the conclusion would have a double whammy: not only do the different media texts relate across the eval. system, it would also be a call that teachers should be including multimedia texts as a part of their writing pedagogy. what do you think
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