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Semelhante a Pml4 2013
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Pml4 2013
- 1. PML4 The Multimodality of Meaning Making
- 3. Agenda Blogging reminders/troubleshooting Complete semiotic jigsaw exercise Making a case for comics in the classroom (readings) Myths, misconceptions. What can you teach with comics/graphic novels?
- 4. Semiotic Systems auditory (for example, music, sound effects, silence) gestural (for example, facial expression, body language) linguistic (for example, vocabulary, grammar) spatial (for example, environmental and architectural spaces) visual (for example, still and moving images, page and screen layouts).
- 5. Texts Dove: http://www.dove.ca/en/Social-Mission/ Short film: Validation (search on Youtube) or http://bit.ly/validationmovie Interactive Telltale Heart: http://bit.ly/knowingpoe Selection from: Spiegelman, Art. Maus. 1st ed. 1-2. Penguin Books, 1993.
- 6. Questions to discuss: Identify the codes and conventions used to convey meaning Did your text use more than one semiotic system? How did that affect your reading and viewing? Were you more proficient with some systems than with others? Which ones? Why?
- 7. Readings Brown, J. (2010). The case for comics in the classroom. TEDxOntarioEd Event (video) http://www.youtube.com/watch?v=PpCiH_aBlLQ
- 8. QuickTime™ and a decompressor are needed to see this picture.
- 9. Readings Norah Young Podcast on New Media Literacies QuickTime™ and a decompressor are needed to see this picture.
- 10. Readings Scott McCloud on Comics
- 11. Teaching With Comics and Graphic Novels Myths and Misconceptions Sample Texts What could you teach with these texts? How would you approach them?
- 12. Bitstrips and Comic Life http://www.bitstripsforschools.com
- 13. Lesson Redesign Choose a lesson from your first practicum placement (doesn’t matter if it wasn’t English) and revise and redesign it using a text selection or literacy practice that was not integrated in the original form. Share this redesign on your blog. Be sure to credit sources/original creators. Due date: (We will decide on this as a class today)
- 14. For Next Week Comment on two or three of your classmates’ blog posts. Comments should attempt to “extend the conversation” in some way. Ask a question, share a suggestion, etc. Be constructive and polite. Blog! Topics? Comics in the classroom? Multimodal texts: lesson possibilities? How did your literacy experiences as a student inform your current teaching philosophy?
- 15. For Next Week Lee, R. ECOO 2010 Pecha Kucha by Royan Lee (video) http://www.youtube.com/watch?v=yqf5sEN5vzM
Notas do Editor
- A reader may need to process several of these codes, acting together and interacting with others, to construct meaning. If you look at our current English curriculum documents in Ontario, these semiotic systems are equally distributed.
- As you watch, try to make a connection. How does Jesse’s experience as a student compare to yours. Implications for teaching/learning?
- Response to Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (Jenkins et al., 2006) The New Media Literacies constitute the core cultural competencies and social skills that young people need in our new media landscape. We call them “literacies,” but they change the focus of literacy from one of individual expression to one of community involvement. They build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom. Play, Performance, Simulation, Appropriation, Multitasking, Distributed Cognition, Collective Intelligence, Judgement, Transmedia Navigation, networking, Negotiation, Visualization
- “ Comics are a visual medium but they try to embrace all the senses within it” There are a number of different semiotic systems involved in comics, but abstracted. Vision is called upon to represent sound. The balance between the visible and the invisible (What happens in the gutter) Visual representation of time in comics. We see this in ancient forms such as the Bayeux Tapestry.