Task 7 challenged us to repurpose the “What’s in My Bag” task from Task 1, using a predominantly audio format. To redesign the “What’s in My Bag” task, I began by researching ways that day-to-day objects such as clothing and accessories can be examined to increase an understanding of our meaning-making processes.
Through my readings, I discovered a semiotic analysis of fashion that described the Coco Chanel’s invention of the “little black dress” in 1926 as influential in challenging gender norms “…caused by the struggle between society and ones inner self” (Marcangeli, 2015, p. 30). An analysis of thousands of Google images of female entrepreneurship allowed Smith (2014) to “…recognize established patterns of behaviour and semiotic imagery projected via the use of social objects and cultural artefacts” (p. 470). A group therapy intervention encouraged women to identify personal objects that connected to archetypal concepts explored within the group context. Within such interventions, Singh and Hofsess (2011) write that the “…use of symbols and symbolism can help clients connect to their inner experiences in ways that literal approaches may fall short” (p. 43).
Considering these readings and my interest in helping people to better understand their meaning-making processes, I created an exercise that asks listeners to generate narratives about the bag and its contents from the original “What’s in My Bag” exercise. To do this, I invested time in learning how to create interactive images using an app called “Genially.” I created a script for the exercise and then worked to find ways to include more audio features, as per the emphasis for this task. This led me to explore sound effects and music that I could use in the exercise, while teaching those who complete the exercise about resources they can use for their own storytelling. In creating this exercise, I managed to experience and offer the “…increasing multiplicity and integration of significant modes of meaning-making, where the textual is also related to the visual, the audio, the spatial, the behavioral…” (New London Group, 1996, p.64). In addition, the exercise provides an opportunity for a participant to experience “…meaning-making in relation to the cultures, the subcultures, or the layers of an individual’s identity that these forms serve” (New London Group, 1996, p.88.)
You can experience the redesigned “What’s in Your Bag?” task here:
References:
Marcangeli, S. (2015). Undressing the power of fashion: The Semiotic evolution of gender identity By Coco Chanel and Alexander Mcqueen (Doctoral dissertation, Honors Theses, 2015). Bucknell Digital Commons.
Singh, A., & Hofsess, C. D. (2011). Reclaiming the maiden: Use of archetypes in a 6-week women’s empowerment group. The Journal for Specialists in Group Work, 36(1), 41-61. https://doi.org/10.1080/01933922.2010.537736
Smith, R. (2014). Images, forms and presence outside and beyond the pink ghetto. Gender in Management, 29(8), 466-486. https://doi.org/10.1108/GM-02-2014-0012
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review 66(1), 60-92.
