Reflection on Jen Powers’ "Show Don’t Tell: Assessing Literacy Through Video" - Making Curriculum Pop2024-03-28T10:31:35Zhttp://mcpopmb.ning.com/forum/topics/reflection-on-jen-powers-show?commentId=2665237%3AComment%3A6743&feed=yes&xn_auth=noHi Virginia,
I know that sof…tag:mcpopmb.ning.com,2009-05-06:2665237:Comment:74562009-05-06T13:12:55.033ZJenniferhttp://mcpopmb.ning.com/profile/JenSpence
Hi Virginia,<br />
<br />
I know that software like Garage Band for example have a library of sound effects to choose from. You can also find free sound effects by doing searches on free mp3 sites. I could see why the teacher in the "Remixing Shakespeare" video would want to have pre-selected audio clips--most likely as a time saver. I think teachers are always struggling with time and doing anything with technology requires more of it. As Dr. Powers mentioned, sometimes giving students the clips just…
Hi Virginia,<br />
<br />
I know that software like Garage Band for example have a library of sound effects to choose from. You can also find free sound effects by doing searches on free mp3 sites. I could see why the teacher in the "Remixing Shakespeare" video would want to have pre-selected audio clips--most likely as a time saver. I think teachers are always struggling with time and doing anything with technology requires more of it. As Dr. Powers mentioned, sometimes giving students the clips just makes the project easier to manage. With more time, students could definitely find their own audio effects.<br />
<br />
Jen With regard to the "Remixing…tag:mcpopmb.ning.com,2009-05-04:2665237:Comment:71492009-05-04T02:01:13.431ZVirginia Pourakishttp://mcpopmb.ning.com/profile/VirginiaPourakis
With regard to the "Remixing Shakespeare" clip, I was glad to see that the students eventually got to take greater ownership over the sound effects choices. Perhaps the beginning portion, which showed the students enacting the teacher's choices (potato chips for footsteps, coconuts for battle scene), was part of introducing the general concept of remixing to the class. I did wonder if the audio clips provided to students for their group work were also chosen by the teacher. Is there a way to…
With regard to the "Remixing Shakespeare" clip, I was glad to see that the students eventually got to take greater ownership over the sound effects choices. Perhaps the beginning portion, which showed the students enacting the teacher's choices (potato chips for footsteps, coconuts for battle scene), was part of introducing the general concept of remixing to the class. I did wonder if the audio clips provided to students for their group work were also chosen by the teacher. Is there a way to provide a rather broad array of choices? Or can students be directed to sources of audio clips? Jen,
You bring up a really g…tag:mcpopmb.ning.com,2009-04-29:2665237:Comment:67432009-04-29T21:53:59.765ZKate Rosenbloomhttp://mcpopmb.ning.com/profile/KateRosenbloom
Jen,<br />
<br />
You bring up a really great point about the Digital Storytelling aspect, one that I forgot to address in my own reflection on Dr. Power's presentation. It would be interesting to know what othe rkinds of digital storytelling Dr. Powers has tried in the classroom and whether she found them as effective as the film narratives project. I'm also really glad you included a link to Streetside Stories. When I worked for the SF Film Society's Youth Education program, we partnered with them on…
Jen,<br />
<br />
You bring up a really great point about the Digital Storytelling aspect, one that I forgot to address in my own reflection on Dr. Power's presentation. It would be interesting to know what othe rkinds of digital storytelling Dr. Powers has tried in the classroom and whether she found them as effective as the film narratives project. I'm also really glad you included a link to Streetside Stories. When I worked for the SF Film Society's Youth Education program, we partnered with them on some of our screenings and they're really great!<br />
<br />
-Kate Dear Jen,
What a well-writte…tag:mcpopmb.ning.com,2009-04-28:2665237:Comment:66302009-04-28T15:05:42.801ZDina Paulsonhttp://mcpopmb.ning.com/profile/DinaPaulson
Dear Jen,<br />
<br />
What a well-written, terrific, thought-provoking and informative post you've created. I loved it, and thank you very much for contributing such a neat cadre of information in reflection to our workshop. I really liked when you wrote the following: "The practice of performance is so important because it makes it a social activity rather than an activity performed in isolation." I think this is an excellent way to state specifically what the <i>collaboration</i> of the moving image can…
Dear Jen,<br />
<br />
What a well-written, terrific, thought-provoking and informative post you've created. I loved it, and thank you very much for contributing such a neat cadre of information in reflection to our workshop. I really liked when you wrote the following: "The practice of performance is so important because it makes it a social activity rather than an activity performed in isolation." I think this is an excellent way to state specifically what the <i>collaboration</i> of the moving image can provoke, if it takes the form of students' then creating a performance piece. The idea you raise, demonstrated also through the various websites on digital storytelling as well as the Remixing Shakespeare classroom, bases on the idea that concepts of the moving image, and by extension visual(ized) media, can be used to initially provoke different kinds of learning to <i>the next level of learning</i>. This is when students themselves become involved through provocation from a moving image (whether filmic or, through suggestion by a teacher, in creation of 'auditory learning developments' such as the use of the potato chips to create footsteps) and their media literacy grows from being an active, modern listener and developing media literacy skills of engagement to social production of it.<br />
<br />
As far as facilitating media production of text or media based learnings in the classroom, <a href="http://audacity.sourceforge.net/about/">Audacity</a> is an interesting program that can assist in documentation and auditory recording of class projects. Audacity could be taught in the classroom, in tandem to working with students on creating and then organizing their media works.<br />
<br />
Dina I really like the remixing id…tag:mcpopmb.ning.com,2009-04-28:2665237:Comment:66252009-04-28T13:55:06.952ZAnn Heilman Murphyhttp://mcpopmb.ning.com/profile/AnnHeilmanMurphy
I really like the remixing ideas presented in your post. I believe that no matter the text (novel,play, short story, music lyrics) allowing students to rewrite it, create new visuals, or create their own versions or make a version reflecting their own experience is an important tool for allowing them to delve more deeply into the meaning of the text, the literary devices used (and being used by them) and potentially, in a humanities class perhaps, delve into the historical context of the piece…
I really like the remixing ideas presented in your post. I believe that no matter the text (novel,play, short story, music lyrics) allowing students to rewrite it, create new visuals, or create their own versions or make a version reflecting their own experience is an important tool for allowing them to delve more deeply into the meaning of the text, the literary devices used (and being used by them) and potentially, in a humanities class perhaps, delve into the historical context of the piece while making connections to the present and their own lives. It also of course, as many presenters commented on, taps into the different intelligences in the class. Since the conference my mind has been exploding with different ideas on how to incorporate all the techniques presented into a social studies and/or humanities curriculum. Great job! Ann