Things I hope you’ve Learned

1) I’m proud of you. This course asks you to do a lot of things, to use technology in new ways, think outside of your comfort zone, take risks.

2) You should, therefore, be proud of yourselves. Some of you did amazing, engaging, creative work. I hope you don’t stop just because class is over.

3) I think that those of you who really loved your topics saw how that transforms your work. I hope you’ll carry that with you into classes that aren’t quite structured like 224. That passion and excitement can make all the projects you do in college mean more.

4) I hope that even though it was a class and had to be structured in places you got a sense of the playfulness and fun we can infuse into digital writing and interactive media. It’s important to have fun with your work.

5) Remember that 224 is meant to help you build skills as well. If you’re going to take more classes in IMS and/or classes like the PW capstone or visual rhetoric, you want to keep working your new digital writing muscles. Make sure you do something every couple of weeks in each of the new software/media forms you’ve learned. You don’t want to lose these skills, and you’ll get a little better each time.

7) I know some of you hated the blogs, but you should consider blogging. It’s a good way to get your writing out there, to build an online presence, to engage people in conversation, etc. Now that class is over you can adopt a more casual voice, of course. But think about that.

8) I hope this class also made you think about what you are putting out there. Things like Facebook, Twitter, and LinkedIn matter to your future career. I know so many students who have had bad experiences in interviews because of a photo or post on Facebook. Make sure you’re always thinking rhetorically about what you’re putting out there.

9) Likewise I hope that you learned in this class that rhetoric can be applied to anything/everything. It’s not just a “school” way of thinking; I do on-the-fly rhetorical analysis of TV shows and movies as I’m watching them. Rhetoric helps us understand the world better. Use it when you can.

and lastly…

10) I’m still here, if you want to talk more about any of your projects, if you have questions about stuff later, etc. Don’t think that because class is ending you can’t contact me. I’m still here, still geeking out about technology and other nerdy stuff.

Moving iMovie Projects to multiple computers

After you’ve made your last edit, quit iMovie, and open a Finder window. Navigate to the Home folder (featuring your user name and a small house icon), and open the “Movies” folder. This should contain two folders: “iMovie Projects” and “iMovie Events”. These contain most of the information that iMovie is referencing when you work on an iMovie project.

Copy these two folders to your flash drive/network space.

When you log in to the next computer where you’ll be editing, Navigate to: Home>Movies and then copy the “iMovie Projects” and “iMovie Events” folders into this location.

When you open iMovie 09 your projects and events should be there, ready to go.

One thing to note is that sometimes we’ve had patrons lose the audio files they used in their projects during the moving process. If you know you’re going to be editing on multiple computers it might be worth trying to place your audio files in the “Movies” folder before you import them into your iMovie project in the first place, and then copy them, along with the “iMovie Projects” and “iMovie Events” folders.

More info with slides here: http://www.maclife.com/article/howtos/how_move_your_imovie_projects_around#slide-0

Peer Workshop

Multimodal Video Project: Draft 2 Peer Workshop Questions

Copy and paste these questions into a new Google doc in your group member’s folder, if you can. If not, put it in your folder. Title your doc “[Your name] feedback for [group member]” and answer the questions below:

What is the argument of this video? What action does it ask its audience to take?

Who do you think is the target audience for this video? How would you recommend sharing/delivering this video so that it reaches its intended audience?

Consider the rhetorical appeals at work:
what kind of emotions does it raise? (pathos)
what kind of logic does this video assume? What beliefs or assumptions must the audience hold for the argument to work? (logos)

What sources/elements does the video use to make it credible for its audience? What kind of persona does the author create, and is it appropriate for the purpose of the video? (ethos)

Does the video have all required multimodal elements (text, images, video, audio)? Do these elements work well individually and together to support the author’s purpose?

What’s working well right now? What needs more work? Do you have any other comments?

224 A Groups:

Erin, Kevin, Alec, Jordan
Max, Mary, Katie, Adam
Morgan, Brian, Alexa
Ian, Taylor, Olivia, John
Abbey, Grace, Claire, Reid
Gabby, Ashley, Hanna, Justin

 

224 B Groups:

Stephanie, Claire, Alison, Mack
Carolyn, Rosie, Maggie, Amanda B, Sarah
Hannah, Angel, Kate, Ana
Gwen, Caroline C, Maria, Amanda, Johnny
Kelsey, Colin, Kevin, Conner

224 F Groups:

Maddie, Joe, Abbey, Laura
Megan, Emily, Sara, Hannah
Morgan B, Scout, Katie, Ben
Eddie, Lily, Nick, Clare
Matt, Annie, Jordan, Harry, Mary Allison
Josh, Baixue, Addie, Morgan D

Evaluation Criteria Audio Composing

Rhetorical Features

Cohesiveness among elements to establish argument
relevance to the focal topic when using sound, silence, and spoken words. Do the sound effects contribute to the thesis of the piece? If the music is high quality (technical and musical) and intentional versus random instruments
Establishes ethos pathos and logos
Message or argument is clear
Evoking intentional responses/emotions from the audience
Appropriate rhetorical choices to appeal to audience
appropriate rhetorical choices for context/venue

Technical Features

Include spoken words
Include music/sound effects
Silence is used effectively
High sound quality; minimal static
Sounds/music used fairly/no copyright infringement
Uses audacity (or chosen software) effectively (Smoothes out audio, removes unseemly background sounds)
technical choices support the rhetorical message
Are there smooth transitions?
has the audio been edited
different elements serve a rhetorical purpose

Citation Link for Sound and Interviews and Other non-traditional Sources

I wanted to include this link to the Purdue OWL website that shows you how to cite sound and interviews. You will want to include citation information with your Reflective Analysis and final draft of your Audio Composition. You may also choose, as part of your outro, to mention the source material for your sounds. You should still include a works cited page

https://owl.english.purdue.edu/owl/resource/747/09/

Audio Script Peer Response

Response: Audio Script

 

Your name:

Composer’s name:

 

*Note: You may to either talk to or email your peer to find out their vision for the audio project so that you can answer all of the questions here fully. I highly recommend doing this in advance of the due date. Once you’ve had that conversation, chat or email discussion, read your team member’s script with a constructive, encouraging and yet critical eye. Respond to the questions below and post this document to your peer’s Google drive folder, saved as: “Feedback by <your name> for <person’s name> ”.

 

Questions:

 

  • In 1-2 sentences, write what you think is the argument/message of the piece. How clear and/or effective is this argument/message?

 

  • What is your overall impression of the textual content? What effects does it have on you as Peer a listener/reader? Give honest impression so the author can understand how the text is functioning.

 

  • Highlight or underline all of the words that you feel are “vivid,” words that left an emotional resonance or impact. How many are there? The more the better.

 

  • What areas need more work? Be specific.

 

  • Having discussed whom the composer has envisioned as the audience for the piece, do you agree after reading the script? How effective has the composer been in connecting with this audience so far?

Audio Script Format

For the audio project script, you’ll create what is essentially a road map to your planned project. Tell me what music, sound effects, vocals, and silences you’ll use, and when.

Note: Remember, you’re writing a script that will be read aloud. Make sure your stylistic choices reflect that!

Sample Audio Script 

MUSIC: [10 seconds, lively instrumental fade in to]

SPEAKER 1: [15 seconds, enthusiastic young woman, music fades out behind her voice] This is my audio project! I’m so excited to be recording this for my favorite class, ENG/IMS 224. I really hope I get an A on this project!

SPEAKER 2: [10 seconds, equally enthusiastic and energetic young man] Audio composing is really cool. I’m a little nervous, though, because I’ve never done a project like this. What if I…

[silence, 2 seconds]

SPEAKER 2: FAIL?

MUSIC [5 seconds foreboding piano music begins, fades into SPEAKER 1 and plays behind her voice]

Podcasts/Sound Compositions as a Genre

There are as many different types of podcasts as there are topics. For example, someone could publish a podcast about fly fishing – or gardening, or politics, or polka music. You might find a listing describing this podcast on a directory such as Podcast Alley, or you might see it listed on the iTunes Music Store (accessible with iTunes only). Subscribe to that podcast (for free) and your computer will automatically download a new episode whenever it is available. With iTunes you can transfer your downloaded podcast episodes to an iPod, the popular portable music player that helped give rise to the term.

Looking at iTunes, you realize some “podcasts” are just radio shows put on the internet: iTunes’s most popular podcasts are mostly public radio fare (like “This American Life” and “Radiolab”). But, the podcast is not simply a technology or a channel.

Alex Blumberg explains: “It’s the most intimate of mediums. It’s even more intimate than radio. Often you’re consuming it through headphones. I feel like there’s a bond that’s created.”

To consider:

Features

Expectations

Limitations or Constraints

Affordances

Who are the audiences?

How does this factor into your own thoughts about possibilities for your sound projects?