Multiliteracies in ELA Classrooms

1 response so far ↓

• TMD // Jul 23rd 2013 at 8:16 am

  Dear Cat, Chris and Christa,

  Thanks for yet another brilliant creative production! Your Baggage episode was entertaining and reflective of careful character analysis in the context of MSND.

  Your suggestion of areas for assessment — “analysis/interpretation; creativity; content; and presentation” — is wise. I did feel there was a bit of overlap between “analysis/interpretation” and “content” — perhaps the two categories could be combined or clarified?

  In your discussion you note, “We would expect that while some students may have experience with filming and editing programs, others may not. Therefore, we understand that some class time or a complete lesson would be necessary for us to educate our students on this process.” This is one approach; I suppose another would be to ensure each group includes someone experienced in digital video editing and have students learn the way you did — through peer instruction. (Many students — from Grade 4 on — have experience with digital video editing.) What are the merits of each approach (whole-class instruction versus peer instruction)?

  You note that you would ask students to storyboard. Would you give them a template for so doing? Have you come across any you would recommend in your traversals of Internet teaching materials?

  I agree that scripting is a dilemma, and that there are affordances to different approaches (e.g., improvisation versus scripting). I suppose in reality it’s likely students will do what they need to do. If they don’t need a script they’ll improvise and then transcribe to produce the script after the fact if it’s a requirement of the assignment. Perhaps explaining the merit of each approach and allowing students choice in the matter is a way forward — unless the learning outcomes you’ve set are best met through inclusion of script writing.

  Finally, you note, “We also recognize that some students may be uncomfortable with the creative nature and direction of the assignment itself, and may wish to focus their efforts on a product that is more concrete.” Allowing students to make their own choices in selecting a medium of expression can be a very productive approach (certainly many students in this class appreciated having options). Perhaps such an approach would ameliorate the dilemma you outline above. I do wonder, though, in your estimation what constitutes a “more concrete” product? (An analytical essay, for example, would certainly be more conventional — I’m not sure it would be more “concrete.”)

  Altogether, this is an outstanding project. You work very well as a team and that is clear in the quality of the projects you bring to the table. Thanks again for your creative contributions throughout the class.

  Best regards,

  Teresa

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