FINAL REFLECTION
THE PROCESS
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MULTIMODAL WRITING
There is a common misconceived convention when we think of ‘writing’ as solely alphabetic. Challenging this idea of what traditional writing looks like is ‘ multimodal writing’ in public spheres. Multimodal writing is, Text of any kind produced through using a variety of modes or media for rhetorical expression.. These modes can be described as; visual, aural, gestural, spatial, and linguistic. Each mode having their own definition and use. The visual mode uses images and other visuals like color, layout, size, and perspective. The aural mode uses sound or what we hear like music, sound effects, tone of voice, volume, and emphasis. The gestural mode can be described as how movement makes meaning like facial expressions, body language, and interactions between people. The spatial mode uses physical arrangement like how a brochure is opened and read, how physical spaces are arranged, arrangement on a page, organization, and proximity of items on a screen or web page. Lastly, the linguistic mode uses spoken, written, language along with work choice and paragraph structure.
The aim for this course and multimodal writing is to learn to “more effectively communicate to a broad spectrum of public audiences” with the use of multimodal tools. In terms of communication for this case is the ability to effectively communicate a story. We first begin the process of learning how to use the tools of multimodal writing through telling our own story through an audial mode. We began with just a written script and ended with a 3-4 minute audio biography that weaved together, “a range of of sonic elements like voiceover commentary, other voices, music and sound effects. This was accomplished through the learned use of the free, open source, cross platform audio software for multi-track recording and editing program, Audacity.
With the interview questions prepared, we were able to move forward towards the interview process. Before conducting the actual interview, we were given a short tutorial on camera usage. With that under our belt, we were finally able to conduct the interview. While conducting the interview, we found that many of the interview questions we had prepared were being annexed changing the path of our initially intended purpose or overarching theme for our video. With the footage of the several short stories we were told by Ma Mary, we began reconstructing a log for our video.
Equipped with some of the basics surrounding multimodal writing practices and tools, we head our next and final challenge in effectively communicating a story. Only this time, it wouldn’t be a story pertaining to ourselves. We were tasked to effectively communicate someone else’s story about their Quest for Refuge. Every piece of multimodal writing begins with an alphabetic base, outline, or in this case, set of interview questions. With the help from the Out On the Wire text, some information pertaining to our interviewee, and previous conversation with refugees and other sources, we were able to craft some preliminary interview questions.
With a log done, we began the very rough draft of our video which consisted of gathering and arranging all the clips that we wanted to use in the order we wanted them.
With the feedback from several of our peers, we began to really shape our video. Our first step in doing so was taking a closer look at our interview footage and finding a narrative within, along with, overarching themes to give our video focus. With our themes in hand, we had to think about what footage would both support our themes but also wouldn't lose her voice. Once we had that, we were able to whittle down the footage and create a solid structure for our end result.
With a set structure, we were able to begin adding additional components to our video. One essential component was context. When creating a multimodal piece for public audiences, you have to take the audience’s view into consideration. What is meant by this is that depending on what you are trying to accomplish, each audience is going to need something different from your piece to make the purpose concise. In this case, background context surrounding the video’s topic. Without this, much of the audience's understanding of the video would be diminished. In addition to context, aural components were added as well to add emphasis and emotion that might otherwise not be conveyed, as was mentioned in the Deep Sea chapter in the course text. In aid, section headings and other small nuances were also added to help with the flow of the video.
After all of our learning, applying and drafts for our video, our journey came to an end and we were left with an great video and an amazing experience.Throughout the course I was able to master the usage of different multimodal concepts and translate someones story. Beyond that, through this course I was able to see a different side of the refugee crisis that I have not seen. I had had previous knowledge about refugees but getting to hear someone's story first hand lets you see refugees in a new light. It was also truly insperational to see all these people who had been through so much tell their story.
FINAL VIDEO & TAKEAWAYS
