For this task, I decided to change the mode to an aural (sound-based) representation because the original task relied heavily on visual representation. Reflecting on the transition from visual to aural mode of representation for the “What’s in your Bag” task reveals both benefits and challenges.
Moving to an aural representation significantly changes how the audience perceives the contents of my bag. It encourages listeners to use their imagination, fostering a personal connection with the items through sound alone. This can evoke emotions or memories related to everyday objects that visuals might not capture. According to The New London Group (1996), “The multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches” (p. 60). This transition expanded my understanding of literacy and encouraged me to utilize a broader range of sensory skills.
However, this shift is not without challenges. One major challenge is making sure that each item’s significance and identity are communicated clearly through sound. Some objects lack distinctive noises, which calls for creative solutions. For example, the subtle sound of shuffling cards may not have effectively conveyed what the items were. On the other hand, sounds like the cellphone notification and the noise of coins are easier to decipher. As a result, the absence of visual cues means listeners must actively construct the narrative, which can lead to different interpretations.
The redesign process involved recording unique sounds associated with each item. Starting with the familiar sound of a bag unzipping, I added noises like the click of an AirPods case and the jingle of a coin to create a vivid auditory experience. This exercise highlighted the power of sound in storytelling and expanded my understanding of multimodal communication.
References
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. (Links to an external site.) Harvard Educational Review 66(1), 60-92.