How does collaboration support and extend the creative process? Why do creative people work together? How do they work together?
February 20, 2017
Watch the synchronous class if you couldn’t participate and leave a video or text comment in the YouTube comment thread.
- Decisions, decisions for LEAP 2: Building on the Work of Others: The Burkean Parlor
- Scholarship as a Conversation: Mini-lecture
- Entering the room: Soep, Lange and Burn on creative collaboration. Questions for discussion:
- What is joint framing and and youth led inquiry? How are adults involved in these practices?
- How does mediated intervention help learners move from the “gut reaction” to a deeper and more thoughtful response?
- What are some positive and negative dimensions of distributed accountability?
- What is a video-mediated lifestyle?
- Why do parents make YouTube videos featuring their children? Why are they so popular?
- What are the codes and conventions associated with home mode video?
- Lange describes parents who post images of their children’s crying on YouTube. What motivates a parent to do this?
- What is learned and communicated in the process of making a pranking video?
- What happens when kids get to explore popular culture like Harry Potter in the context of the classroom? How does popular culture support heritage culture?
- What are some disciplinary challenges and opportunities for media teachers and ICT teachers?
- View and Discuss: Songwriting as collaboration
- Review expectations for Multimedia Reflective Essay
- Review homework and expectations for Week 6
PLEASE COMPLETE THE FOLLOWING BEFORE Feb 27
WEEK 6: Freedom and Responsibility I: Issues of Identity and Representation
What are the obligations that authors have to themselves, their subjects and their audiences?
1. Read and Respond: Enter the Conversation. Read Patricia Lange’s chapter and then choose 2 of the readings from the list below. Using the prompt question, consider the question: What are the obligations that authors have to themselves, their subjects and their audiences? Then create a series of 3-5 PPT slides using the “They Say, I Say” structure to identify key information and ideas from the readings and present your interpretation and response. Through this activity, we’re engaging in a simple, low-tech practice of creative collaboration while examining the literature and focusing on the content and ideas of the readings. After creating, be sure to place your PPT slides in alignment with the other work created by your peers so that the ideas are sequenced explicitly to connect and build on each other.
Lange, P. (2014). Representational Ideologies PDF. Kids on YouTube: Technical identities and digital literacies (pp. 157 – 188). Walnut Creek, CA: Left Coast Press.
THEN CHOOSE ANY 2 TO READ
- McCloud, S. (1993). Three chapters: Blood in the Gutter. Time Frames. Living in Line. Understanding comics. New York: Kitchen Sink Press (pp. 60– 137).
- Buckingham, D. (2003). Politics, pleasure play. Digital literacies. Media education: Literacy, learning and contemporary culture (pp. 157 – 188). London: Polity.
- Stern, S. (2008). Producing sites, exploring identities: youth online authorship.In D. Buckingham (Ed.), Youth, Identity and Digital Media. John D. and Catherine T. MacArthur Foundation Digital Media and Learning Initiative.
- Hobbs, R. & Moore, D.C. (2013). Chapters 3 & 6. Discovering media literacy: Digital media and popular culture in elementary school. Thousand Oaks, CA: Corwin/Sage.
DUE Feb 27: LEAP #2 Explain a Key Idea
DUE March 6: Reflective Essay #1