Media Practice and Education最新文献

{"title":"Serious Funny Papers: A Contextual Examination into the Making of an Acadomic","authors":"Julian Lawrence","doi":"10.1080/25741136.2022.2061755","DOIUrl":"https://doi.org/10.1080/25741136.2022.2061755","url":null,"abstract":"ABSTRACT In this academic comic (or acadomic) I reflect on impacts to the creative process when reconceptualizing and recontextualizing a comics-based research (CBR) project as an acadomic for an edited book during the Covid-19 pandemic. The lockdowns intensified computer-mediated-communication (CMC) and I am compelled by two years of virtually exclusive engagement with digital technologies to explore the impact unrestrained online activities have on my creative comics practice, on my conceptions of research, and on my experiences as a teacher. Analysis of this process and its impacts is realized through a mixed research methodology that explores the impacts of conceptualizing and making an earlier acadomic, which in turn documents a comics-based research project between university students and a national charity as they successfully collaborate on the creation of a graphic novel. I probe the boundaries of academic writing by visualizing and performing Baudrillard's theoretical violence to critique digital intensification through metaphor, semiotics, and comics. The work for this article was undertaken during the rolling pandemic lockdowns in the UK and around the world from 2020 to 2022. Academic theory and the medium of comics problematize the digital simulacrum as I action a utopian pedagogy that supports balance between traditional and digital techniques.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132618266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Provoking practice: new forms of reach, impact and significance","authors":"R. Hanney, Ben Harbisher, Darren E. Kerr, M. Readman","doi":"10.1080/25741136.2022.2071120","DOIUrl":"https://doi.org/10.1080/25741136.2022.2071120","url":null,"abstract":"The journey of this special issue has been a complex one as it began with a proposal to the MeCSSA Practice Network for an IRL symposium at Solent University in Southampton. Actually, this was the second application the Solent University had submitted, so we were excited to have the proposal accepted. But this was pre-COVID and our plans to host the symposium in the real world were not to be. A rapid pivot to an online symposium and an even more rapid skilling up in the department of digital literacy followed and led to the successful delivery of the symposium. The convenors set out from the start to situate the symposium in response to what was at the time an ongoing 2021 REF exercise. We sought to address the inconsistencies in the narrative approaches to evidencing impact and to consider how long-term impact might be quantified in relation to creative and cultural practice. The call for papers encouraged delegates to think about different means for narrativising research and impact claims. The call for papers challenged us all to be more strategic in the development of recognition for creative practice artefacts as research objects in their own right. More than this, the symposium aimed to take hold of what has for a long time appeared ephemeral and seemingly just slightly beyond reach (e.g. the notion of impact of creative practice research). To establish quite how as practitioners, our research can be narrativised in a way which is meaningful, visible, and significant. After a year of pandemic conferences, we knew we didn’t want to just copy what we would have done IRL, and just move this into a virtual environment. So, we invited delegates to submit their papers early as short-form pre-recorded videos, whether narrated presentations or video essays and these were circulated via Youtube in advance of the symposium. This then allowed us to focus on the real-time symposium and configure sessions around discussion and debate, which proved highly effective and led to almost two days of active participation and interaction on the topic of research impact and its reach and significance. Importantly, it allowed the thought leaders in the different conversations to not only discuss best practices but also to respond to issues that the participants brought to the table. The discursive nature of the event also led to some new collaborations where the members responded directly to ideas that emerged during the","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"45 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114021131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Palgrave Handbook of Script Development","authors":"S. Kerrigan","doi":"10.1080/25741136.2022.2056789","DOIUrl":"https://doi.org/10.1080/25741136.2022.2056789","url":null,"abstract":"The Palgrave Handbook of Script Development is a tome, contributing forty chapters that detail the diverse approaches to script development. Some may perceive script development to be something only conducted for fi ctional screenwriting, however the cross-disciplinary approach taken in this book demonstrates that script development occurs across many fi lm and screen formats, like documentary, unscripted television and virtual reality. Pedagogic approaches and ways to use script development in the higher education screenwriting classroom are included too. Some research insights are drawn from the screenwriters ’ lived experiences as well as script editors, producers, and script consultants. This collection demonstrates how to write up research conducted through screenwriting practice as well as research conducted within a more objective context. Qualitative approaches like ethnography and case study are used alongside fi rst-person research accounts that are framed through practice-led, practice-base or practice as research. space Script Development: Critical Creative Practices, International Perspectives (2021) well special issue for Journal of Screenwriting . As screenwriters and scholars, they know the area very well and have an impressive array of research accounts from fi fteen countries. Each chapter new contribution to knowledge within a appropriate academic literature, media production","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116871946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Change must come: mixing methods, evidencing effects, measuring impact","authors":"Djamila Boulil, R. Hanney","doi":"10.1080/25741136.2022.2056790","DOIUrl":"https://doi.org/10.1080/25741136.2022.2056790","url":null,"abstract":"ABSTRACT In recent years, impact has become an important evaluation metric for creative practice researchers. It is no longer enough to claim that creative practice has intrinsic rewards, the assumption is that it will also affect change in some form or another. Yet, the means for evidencing impact are poorly understood, while the relatively short lifespan of a creative project can mean that there is often little opportunity to evaluate the long-term effect (or impact) of creative practice. To explore this gap, a case study of DeClick, a participatory arts project in the Netherlands, was employed. This study shows that by adopting a ‘theory of change’ approach, not only does it set out clear intentions for the project, but an analysis of underlying assumptions that link activities to impact leads to effective activity design and provides evidential methodology for evaluating project success. Subsequently, a mixed-methods approach is shown to evaluate impact in a way that values participation in creative practice as a meaningful experience. The approach explored through the case study acknowledges the challenges of evidencing long term impact. But also shows it is possible to evidence ‘pathways to impact’ using a social return on investment model for impact evaluation.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121418939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ko Aoraki te Mauka: performing my hybrid identity","authors":"Christina Rogers","doi":"10.1080/25741136.2022.2050166","DOIUrl":"https://doi.org/10.1080/25741136.2022.2050166","url":null,"abstract":"ABSTRACT Adopted at birth and brought up Pākehā, I discovered at the age of 30 that I am also Ngāi Tahu (Māori). I am hybrid. Hybridity is much discussed in Aotearoa/New Zealand; some envisage it as a productive space which can liberate the subject from not belonging, others argue that the hybrid can negotiate between races. Still, others feel an exhausting pull from one side to the other. As Ngāi Tahu, our iwi identity is already caught up with complicated issues of hybridity due to historical high rates of intermarriage with Pākehā. Using creative practice research and autoethnography I explored and expressed my new hybrid identity by filming myself speaking my pepeha, a traditional Māori introduction. As a filmmaker, I am accustomed to being behind the lens, in control, and to stand in front of it and speak Te Reo Māori was humbling and difficult. In this chapter I discuss how I worked with Māori knowledges in order to perform myself as an in-betweener and created a work that speaks to the ongoing losses of adoption and the complicated and rich space of hybridity.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"404 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123199363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unreadable: the pictorial side of text elements","authors":"M. Jerrentrup","doi":"10.1080/25741136.2022.2039995","DOIUrl":"https://doi.org/10.1080/25741136.2022.2039995","url":null,"abstract":"ABSTRACT Media design knows various ways to combine text and pictorial elements in layouts. This article looks at photographs that are combined with hard-to-read text elements and investigates, whether these text elements are seen as disturbing or confusing or should rather be understood as visual elements similar to meaningful props. Qualitative interviews and a survey were conducted showing the test persons several layouts with and without hard-to-read text elements and asking for their impressions and evaluation on various dimensions such as ‘boring-interesting’, ‘old-fashioned-modern’, and ‘clear-confusing’. It becomes obvious that the Gestalt theory’s fundamental assumption ‘the whole is more than the parts’ also applies in this context, even though these pictures actually violate Gestalt-rules: layouts with hard-to-read text elements were not only perceived as more interesting, but also the literal meaning of the text played a subordinate role compared to the associations evoked by their look.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121605031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Between page and screen: teaching Wuthering Heights to ELT students","authors":"Paulo da Silva Gregório","doi":"10.1080/25741136.2022.2039871","DOIUrl":"https://doi.org/10.1080/25741136.2022.2039871","url":null,"abstract":"ABSTRACT The teaching of literatures in English is often centred upon pedagogic models where the literary text is approached as the primary source of meaning. These pedagogies tend to foreground traditional forms of literacy whose ultimate goal is to develop learners’ reading and writing skills, while fostering a respectful attitude towards the literary canon. The increasing dissemination of new digital media and their impact on how we communicate call for a pedagogy that takes account of multimodal processes of meaning making by which literary works are made to signify. Drawing on theoretical developments in such disciplines as Multiliteracies and Adaptation Studies, this article puts forward a didactic sequence for teaching Wuthering Heights to students pursuing English Language Teaching (ELT) programmes in higher education contexts where English is used as an additional language. Aimed at developing students’ literary literacy, this model consists of several tasks in which both the novel and screen adaptations of it are deployed as sources of meaning. Reconfiguring traditional conceptions of literacy, the juxtaposition of literary text and film as a method to teach literary literacy promotes the development of interpretive and pedagogic skills ELT learners need to become active makers of meaning and competent teachers of English.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129661197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"On voice-over translation of documentaries in Iran: A synchronization perspective","authors":"M. Sanatifar, Maryam Tofeeq","doi":"10.1080/25741136.2021.2023836","DOIUrl":"https://doi.org/10.1080/25741136.2021.2023836","url":null,"abstract":"ABSTRACT Voice-over is a mode of transfer in the audiovisual translation in which the original soundtrack is heard simultaneously in the background. The reason for the double-voice hearing is proof of the products’ authenticity and translators’ faithfulness to the target viewers. The technical factor of synchrony (adapting the length of the soundtrack, matching the original and target soundtracks, the soundtrack and visuals, and the soundtrack and body movements) raises the quality of voiced-over products. Voice-over is widely used in the translation of documentaries in many countries including Iran. The present study investigated documentary voice-over on Iran’s national television from an isochrony perspective seeking to examine to what extent the international isochrony standards are followed and where the Iranian voice-over profession stands. For this purpose, a documentary was selected and analyzed based on framework triangulated by the researchers. The results revealed that, in practice, voice-over narrators adhered strongly to synchronization techniques in most segments of the selected documentary. The study demonstrates that documentary voice-over translation techniques, particularly the synchronization principles, are frequently followed on Iran’s television, although with slight modifications they would even improve more.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132073948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Performance research and pedagogy: inviting in the unknown","authors":"Sarah Hopfinger, Laura Bissell","doi":"10.1080/25741136.2021.2018392","DOIUrl":"https://doi.org/10.1080/25741136.2021.2018392","url":null,"abstract":"ABSTRACT This article explores how practice as research can be a process of inviting in the unknown. In the context of student learning on the Contemporary Performance Practice programme at the Royal Conservatoire of Scotland, the authors (research-led tutors on the programme) explore performance research and pedagogy, emphasising knowledge as an ongoing, open and embodied process that students can explore and create through their own artistic practices and critical reflections on their practices.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134398924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student journalists exhibit different mindsets but agree on the need for truthful reporting","authors":"G. Munno, M. Craig, A. Richards, Mohammadi Ali","doi":"10.1080/25741136.2021.2015817","DOIUrl":"https://doi.org/10.1080/25741136.2021.2015817","url":null,"abstract":"ABSTRACT This study investigates the ethical orientations journalism students bring to the profession they seek to enter. Using Q methodology to explore the participants’ subjective conceptions of journalism, we map their attitudes and beliefs about journalistic norms and ethics. Participants (n = 54) sorted 28 statements about journalism from ‘most like’ their journalistic mindset to ‘most unlike.’ Factor analysis identified two distinct mindsets among the participants, one expressing a traditional journalistic mindset, the other embracing a more involved, vocal journalism. Yet both factors expressed strong support for many facets of traditional journalism and embraced an orientation towards the search for truth and the need for truthful reporting.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123776756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}