thesis tidbit

As I said earlier today, I’m writing, writing, writing my thesis paper stuff, which, thank god, is not as painful as my writing process used to be just a few months back. It’s an engaging challenge putting my motivations for Kids Connect as clearly as possible…without using bullet points. 😉 Here’s one of my objectives, which will form the template/questionnaire for the thesis paper itself. Your feedback would be much appreciated. Here are some guiding words on clarity if you need them. If you prefer, add your thoughts on my page on the ZoomLab wiki.

Objective [1]: teach read/write media literacy and cultivate a critical stance to mass media

Why: One of the primary goals of Kids Connect (KC) is read/write media literacy. What does this mean? To be literate is to be able to read and write. A full understanding of media (new, mass and otherwise) necessitates practical know-how of audio and video recording/editing, creation and synthesis. [Quote Mark Twain about reading the river]. In order to be critical of media, you must be able to distance yourself from it. A practical understanding of the craft of media creation and manipulation cultivates that distance. Moreover, a one-sided conversation is a lecture. Few young people are learning how to master the written word, to produce a compelling argument in nouns and verbs. It is vital that young people learn to write media, to raise their voices over and around the constant shouting match and join the discussion.

How: In the first two weeks of workshops, students learn to shoot video with cameras of various quality, record audio with a variety of microphones, go on sound walks and video walks (experiential exercises in listening and seeing), composition and framing, editing and compression. Each technology is approached through exercises with storytelling, improvisational and/or experiential frames. For example, convey a given emotion through a sequence of still images. In the subsequent weeks, these skills are built upon in exercises exploring expression of identity, neighborhood and community experience. Example: take photos, audio and video of your home in your neighborhood, edit together a gestalt, share it through Second Life. Furthermore, we introduce our students to the world of live visual performance. They learn the techniques of live visuals and VJ-ing: how to mix and synthesize live, streaming, and pre-recorded media, how to express emotion and narative through abstracted light and sound, and to do this collaboratively over networks. They’ve [Some have] already given up on the written word [for formal purposes, e.g., an argument –thank you, Anton]: we teach them the new multimedia communication skills they passionately desire.

Evaluation: How can you tell if someone has developed read/write media literacy? By seeing what they’ve expressed through various media. At the end of the workshops, we will have a large collection of work by our students to examine, as well as many hours of teaching experience to consider. We’ll sift this for patterns and I will write it up in my thesis paper.

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