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Digital Poetry: A Multimodal Literacy Experience

Digital Poetry: A Multimodal Literacy Experience. Dr. Janette Hughes, Faculty of Education, UOIT Language & Literacy ESRC Seminar January 21, 2012. The Screen-Size Art.

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Digital Poetry: A Multimodal Literacy Experience

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  1. Digital Poetry: A Multimodal Literacy Experience Dr. Janette Hughes, Faculty of Education, UOIT Language & Literacy ESRC Seminar January 21, 2012

  2. The Screen-Size Art Peacock (1999) describes poetry as the “fusion of three arts: music, storytelling, and painting” where the line represents the poem’s music, the sentence explains the story and the image displays the “vision” of the poet (p. 19).

  3. Research Questions • How might new (digital) media help us reconsider what poetry is and does in the classroom? (2006) • What is the relationship between digital media and adolescents’ understanding of global issues, while immersed in using digital media? (2011)

  4. Multimodal remixing

  5. T.S. Eliot – a revolutionary remixer

  6. Multimodal expression • Reading • Singing • Musical sound track • Text (haptic) • Pictures, video • Multimedia ensemble View of literacy expanded to include multimodal/ digital forms of expression

  7. Multilinear authoring process • Text  image/sound/video • Home  school

  8. Personalized technology • Personal, “intimate” tools • iPod, Memory stick • Cell phone, digital camera • Laptop • Musical instruments • MovieMaker, Garage Band, iTunes, PhotoShop, Word

  9. Collaborative ethos • Shared poems while editing • Worked together to create performances

  10. Written for an audience • Family • Friends • WWW

  11. Performance oriented “A shift is occurring, transforming writing, speaking, and even living into performance.” (Schechner, 2006, p.4) • Personal expression, voice • Embodied (pose, movement, facial expression) • Video • Song

  12. Shifting views of poetry • Exciting • Playful • Language-focused • Deep • More challenging Students who tended to struggle with traditional forms of writing were more motivated and engaged

  13. Identity-focused & Connected to social justice Issues • Performed in their world • Linked to personal concerns • Exploration of roles (self, others) Students wrote about issues of concern to them

  14. Poetry and power: Adrienne Rich • We go to poetry because we believe it has something to do with us. We also go to poetry to receive the experience of the not me, enter a field of vision we could not otherwise apprehend. • The impulse to enter, with other humans, through language, into the order and disorder of the world, is poetic at its root as surely as it is political at its root. Poetry and politics both have to do with description and power.

  15. Power is essential: audrelorde • Poetry is not a luxury. It is a vital necessity of our existence. It forms the quality of the light within which we predicate our hopes and dreams toward survival and change, first made into language, then into idea, then into more tangible action. Poetry is the way we help give name to the nameless so it can be thought. The farthest horizons of our hopes and fears are cobbled by our poems, carved from the rock experiences of our daily lives.

  16. SMALL PEACE by small piece: irena

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