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.
1. PML4The Multimodality of Meaning Making
2. AgendaBlogging reminders/troubleshootingComplete semiotic jigsaw exerciseMaking a case for comics in the classroom (readings)Myths, misconceptions.What can you teach with comics/graphic novels?
3. Semiotic Systemsauditory (for example, music, sound effects, silence) gestural (for example, facial expression, bodylanguage)linguistic (for example, vocabulary, grammar)spatial (for example, environmental and architecturalspaces)visual (for example, still and moving images, page andscreen layouts).
5. Questions to discuss:Identify the codes and conventions used to conveymeaningDid your text use more than one semiotic system?How did that affect your reading and viewing?Were you more proficient with some systems than withothers? Which ones? Why?
6. Readings Brown, J. (2010). The case for comics in the classroom.TEDxOntarioEd Event (video)http://www.youtube.com/watch?v=PpCiH_aBlLQ
7. QuickTime™ and a decompressorare needed to see this picture.
8. ReadingsNorah Young Podcast on New Media Literacies QuickTime™ and a decompressor are needed to see this picture.
9. ReadingsScott McCloud on Comics
10. Teaching With Comics and Graphic NovelsMyths and MisconceptionsSample TextsWhat could you teach with these texts?How would you approach them?
11. Bitstrips and Comic Life http://www.bitstripsforschools.com
12. Lesson RedesignChoose a lesson from your first practicum placement(doesn’t matter if it wasn’t English) and revise andredesign it using a text selection or literacy practicethat was not integrated in the original form.Share this redesign on your blog. Be sure to creditsources/original creators.Due date: (We will decide on this as a class today)
13. For Next WeekComment on two or three of your classmates’ blogposts. Comments should attempt to “extend theconversation” in some way. Ask a question, share asuggestion, etc. Be constructive and polite.Blog! Topics? Comics in the classroom? Multimodaltexts: lesson possibilities? How did your literacyexperiences as a student inform your current teachingphilosophy?
14. For Next WeekLee, R. ECOO 2010 Pecha Kucha by Royan Lee (video)http://www.youtube.com/watch?v=yqf5sEN5vzM