accessing embodied delivery

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accessing embodied delivery through multimodal composing & teaching Bre Garrett Writing to me seems like walking down an endless train track. You know that your voyage will eventually end at a station, but the track seems to be stretching forever. Stepping from one cross bar to the next is a struggle, but it also gives a feeling of success and, in the end, it will get you to your destination. Lana, student with disability English 104, Writing Studio

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Page 1: accessing embodied  delivery

accessing embodied deliverythrough multimodal

composing & teaching

Bre Garrett

Writing to me seems like walking down an endless train track. You know that your voyage will eventually end at a station, but the track seems to be stretching forever. Stepping from one cross bar to the next is a struggle, but it also gives a feeling of success and, in the end, it will get you to your destination.

Lana, student with disabilityEnglish 104, Writing Studio

Page 2: accessing embodied  delivery

What is embodied delivery?

What happens when we use embodied delivery as a heuristic to teach new media production?

How does embodied delivery, as a rhetorical concept, inform new media production and

writing pedagogy?

Presentation Frame: Guiding Questions

Page 3: accessing embodied  delivery

Contexts/Methods of Research

Teacher-research• Participant-Observation• Interviews with students• Case-Studies

Theoretical frame • Rhetorical Delivery• Writing Pedagogy• Embodiment Studies

(Feminist & Disability Studies)

Delivery

Embodiment

Pedagogy

Page 4: accessing embodied  delivery

Bodies and DeliveryWhat do I mean by embodied delivery? Body as Site and Means: Composer and Audience Inter-action

• Situated embodiment, situated knowledges (Donna Haraway)

• Body as complex and interactive composing material

• Body as an interface, a site of interaction and contact (Elizabeth Grosz)

• Bodies as topoi: means of negotiation between invention delivery

• Accessibility (interrogates normative constructions)

• Ethos and body as signifier

Page 5: accessing embodied  delivery

How can teachers re-embody writing, re-embody composing spaces? And, why: what difference does it make?

New Media Production = invention & delivery + composer & audience interaction negotiation among materials, means, and aims

Rhetorical Dwelling Place:Bodies as points of access at multiple locations Subjectin rhetorical situation Author Audience

Composing Spaces Technologies

Page 6: accessing embodied  delivery

Transfer to ContextsBeyond the Classroom

Invention

Materiality/Arrangement

EmbodiedDelivery

Reception

What do we gain from embodied delivery as a heuristic?

Author

Message Audience

Page 7: accessing embodied  delivery

Classical, Greco-Roman Delivery Contemporary, Digital Delivery

Page 8: accessing embodied  delivery

Multimodal, Embodied DeliveryClassical DeliveryEmbodiment

PhysicalityOral: voice/auralGesturesVisual displayPerformance Normative bodies:

gender, class, ability, ethnicity, education

Digital DeliveryEmbodiment

Virtual, prostheticVideo ProductionMotionGesturesAural/oralVisual displayAccess/Accommodation

opens participation

“differences as generative in the writing classroom”Bruggemann et al

Page 9: accessing embodied  delivery

Multimodal Video Productionin First-Year Composition

5-7 minutes multimodal video

Topic: develop a compelling inquiry question

The video answers the question (research through production)

Marketing plan that includes 3 locations for video distribution

Page 10: accessing embodied  delivery

• Pose an inquiry question that functions as a thesis

• Compose multimodal text for specific audiences, purposes, and contexts, including those beyond academic community

• Compose effectively combining modalities—visual, aural, print, digital—for public delivery

• Engage in critical reflection of your own composing

• Conduct research and work with multimodal forms of source representation

Project Learning Outcomes

Page 11: accessing embodied  delivery

• Prospectus

• Storyboard/outline

• Weekly blogging

• Mid- and post-project reflections on process

• Video marketing plan (delivery proposal)

• Reflective audience analysis

• Incorporate sources

• Transcripts/Narrations

• Peer-Response Feedback

• Editorial/Grammar

Scaffolding Alphabetic Components

Page 12: accessing embodied  delivery

Inquiry Ques tion:Can people wi th As perger’s Sy ndr ome s uc ceed like other people?

Res earc h c onducted:Three F2F In terviews

Director of Disability Resour cesPr ofes sor of Dev elopmental Ps y chologySc holastic Enhancement Program Tutor

Tex tual, sec ondary res earc h: Journals , Book s, Manuals , & Onl ine Sites

Case-Study: Nick’s Video Project

Page 14: accessing embodied  delivery

Nick’s BlogUnintentional Re-inscription of Norming

Public delivery:• Office of Disability Resources• Youtube, 3114 views• High School Guidance Counselor

“I am thinking about how my video will affect the audience and how they will respond to my video.” - Nick

Page 15: accessing embodied  delivery

Sally’s BlogIdentification Across Difference

I should have paid more attention to the race and ethnicity aspects of sororities…I wish it [video] was more diverse than it is. I end up excluding audiences when that was not my intention” –Sally

“Three places other than Youtube that I will circulate my video is on Facebook, Attached in emails to friends, and printed out on CDs for people without access to the internet to watch.”

Page 16: accessing embodied  delivery

Transfer to ContextsBeyond the Classroom

Invention

Materiality/Arrangement

EmbodiedDelivery

Reception

What do we gain from embodied delivery as a heuristic?

Author

Message Audience

Page 17: accessing embodied  delivery

▲ Embodied literacies differ for each writer

▲ Production as multimodal invention and delivery

▲ Delivery as an early-stage composing concern that consists of micro-processes – opportunities for reflection and intervention

▲ Including bodies, alongside technologies, as materials dimensions of composing

Embodied Delivery: New Media Production & Writing Studies

Page 18: accessing embodied  delivery

▲ Triangulation of outcomes, curricular design, and delivery▲ Assessment inclusive of student feedback▲ Mentoring teachers through collaborative research

▲ Studio Pedagogies: a space of doing through in-class collaboration, invention, and research.

Can we invent for a more accessible delivery—and as teachers be okay with “a rhetoric of difference”? (Kristin Lindgren “Bodies in Trouble”)

Embodied Delivery: Pedagogical Implications

Page 19: accessing embodied  delivery

Accessing Embodied Delivery

▲Designing accessibility for different bodies▲New media production as a space that opens access and bodily affordances – but not without direct intervention▲A critical discussion of unintentional norming and exclusion▲Reconsideration of identification across difference

▲A Pedagogy of Universal Design (Jay Dolmage, “Mapping Composition”)

Page 20: accessing embodied  delivery

How can we, as teachers, counter/challenge “institutional steep steps” (Dolmage) when teaching new media production?

And, how can we teach student-composers to foreground embodied delivery, casting the widest net possible for audience reception and participation?