Analyzing Visual Images and Design in Picturebooks

Voices in the Park

Begin by considering the format of the images and their placement in the picturebook

1.  Where is the text located? Within the image? Separated by borders or white space, Why?

The text box is located on the right side of each image separated by white space.  I believe the interplay between the text and image is meant to have a clear separation when the reader is reading the page.  They can look back and forth between the moving image and the text.  This also gives a very clean appearance.  Although the mother's images are bordered and the father's are a "full bleed", the text is not muddled amongst the scenery.  

2.  Are the illustrations double page spreads, single page images, collages, overlapping images, or portraits?

The illustrations are portraits.  Some of the images are framed while others are "full bleed" but they do not intrude into the text box.  

3.  Consider the series of images in the picturebook. Do the images change over the course of the book? Do they get bigger, smaller, change?

The images do change with the mood or perspective of the storyteller.  Moods are represented by seasons.  The artwork also changes between Impressionistic and Surrealistic art depending on the mood  of the character.  Some images move more than others, as well.  The dogs move more smoothly as they run across the images.  The mother moves in jerk or leap like movements. 

Select an image from Voices In The Park to consider. Use the following questions to guide your analysis. Take a Screen Shot of the Image and embed the image in your blog. 

Voices in the Park

1.  What is fore-grounded and in the background?

The fore-ground is a picture of the young boy and girl.  The background on the young boy's side is dark and storm-like which reflects his mood.  The background on the young girl's side is much lighter with sunny skies which reflects her mood.  

2.  Consider the path your eyes follow as you approach the image. What catches your eye first? Why is that element salient?

The dogs chasing each other in the background and the moving bicyclers catch my eyes first simply because they are part of a moving picture.  

3.  What colors dominate the image? What effect does this have on you as reader?

The image is split.  The boy's dark mood and the girl's light mood dictate the colors.  The reader gets an immediate peek for how each child is feeling at that moment.  Which is essential to the story later on in which the girl finally gets the boy to come out of his "shell" just in time for him to have to go home.  

4.  Consider the use of white (negative) space. Are the illustrations framed or full bleed? How does this position you as a viewer?

The image is framed while the text box is separated into white space.  The viewer has to choose what to look at first.  Since I prefer to look at the left side of an image first and I prefer visual images to text, I can make a choice as the reader to observe the image first.  I like the fact the text box is separated.  There is so much meaning in each image that muddling text into the visual effect would make interpreting the image much more difficult.  

5.  What is the reality value or level of abstraction? Are the images life-like or stick figures?

The reality value of the characters is very life-like.  However their mood changes the background which makes it abstract. 

6.  Are there any recurring patterns in the images?

Yes.  His image is dark, dreary, storm-like and in the winter season. At the same time his face is drawn or sad looking. Everything within his view is meant to repeatedly explain that he is unsure of himself.  Her image is sunny and the trees are full of life.  It is summer on her side of the picture.  She also has a smile on her face.  Everything in her side of the repeatedly lets the reader know she is ready to have fun.

7.  Are there any anomalous elements? Things that stick out, or seem out of place? Are these important to consider?

The dogs' story continues to play in the background as they chase each other.  I believe this is an important element to remind the reader that different portions of the storyline continue throughout the theme even though the perspective is different.  The bicyclers racing across the background remind the reader that the setting is in the park.  

8.  What is the artist trying to get you to look at through leading lines, colors, contrast, gestures, lighting?

The artist is attempting to portray the dynamics between the two characters when they first meet by placing you in the mood they are initially in.  Their separation as they look at each other are a stark difference.  The artist wants the reader to note this.  

9.  Are there any recurring symbols or motifs in the images?

Yes; as I stated before the background coloring and season the trees are in symbolize the mood of the character at that moment.  

10.  Consider the style or artistic choices? Are they appropriate, and how do they add to the meanings of the picturebook?

The style and artistic choices are appropriate.  Browne has a fantastic way of allowing the reader to step into the shoes of the character.  He leaves little in the way of imagination for how the character feels.  However, the character's feeling is full of imagination whether it is being represented as Impressionistic art or Surrealism art.  

11.  How are the images framed? Are there thick borders or faded edges?

The image is framed but it does not have a thick border.  The image is framed by a very light, white picture-framish border.  It gives the impression that the reader is looking into the story through a window.  

12.  Consider the setting of the story. How is this realized in the images? Realistically? Metaphorically?

There is a lot of metaphor within the image.  Using the season winter on his side of the image gives the reader an idea of how he feels - depressed.  In our culture we often connect winter as symbolism to death and depression.  While the season summer on her side of the image gives the reader the feeling that she is vibrant and ready to play, which is also accurately represented within our culture.  

13.  Consider size and scale. What is large? Why are certain elements larger than others? Does this add to meanings of power, control?

The characters the author is focusing on are the larger pictures placing the frame of reference on them in particular.  The dog playing in the background are smaller because they are farther away, plus the artist wants you to remember they are still part of the story and continue their part in the background simultaneously.  This does add meaning and power.  The reader stays focused on the main characters at the time but does not forget the other characters.

14.  Consider the viewers point of view. Do characters directly gaze or address the viewer? Are the characters close up or distanced? How does point of view add to relationships with the characters?

The characters are interacting with one another.  They do not focus on the reader.  The reader has more of a voyeuristic point of view much like peeking through a window.  However, in this picture the main characters remain close to the reader.  In future pictures they play in the background with the dogs placing them further away from the reader.

Citation

Browne, A. (1999). Voices in the park. Retrieved on June 28, 2014 from 

          http://research.kingston.ac.uk/booksalive/flash/book.html

Serafini, F. (2014).  Reading the Visual:  An introduction to teaching mulitmodal literacy. New York, 
           NY : Teachers College Press.  

Week 6 ~ Analyzing a Postmodern Picturebook

Voices in the Park

Voices in the Park

"Voices in the Park" can be defined as a true post modern picturebook due to the fact that it is a multimodal ensemble that encompasses visual and verbal narratives the reader can bounce back and forth between as they interact with the book.  In fact, the visual images enhance the wording and the wording can enhance the visual aspects (Serafini, 2014).   Serafini quotes L.R. Sipe in his book as saying the dynamic of the visual and verbal aspects together can actually take on new meaning every time the reader "re-reads" the story.  This I find fascinating.  "Voices in the Park" was a unique book in that the reader was able to identify with each character from a different point of view within the story.

Three examples of picturebook codes utilized in "Voices in the Park" are:

• Codes of the Frame - Each reference point serves as a different frame.  Some characters have definitive frames for their images while other characters have no frames or are "full bleed" images.  Characters freely walked in and out of the frame depicting where they began in the beginning of the page and where they ended.  
• Codes of Position and Size - The perspective of each picture changed as the 4 main characters "spoke" their part of the story.  The character who was speaking at the moment was centralized and other characters where not as pronounced until it was their turn to "tell" their portion of the story.  At that point the perspective changed to them being the centralized character.  This helped to change the readers perspective of the story from the first characters displeasure of another dog playing with her dog, to the second character's admiration for his dog's energy to play with another dog.
• Codes of Color - The picturebook overall had very brilliant coloring.  It captures the eye of the reader.

Voices in the Park

In this particular picture I found the interplay between the wording and the picture interesting.  First the wording his from the perspective of a little girl who is relaying what she sees.  The print on the page is much different than during the other perspectives.  Her written perspective does have a childish look.  The image follows her storyline.  The little boy disappears out of the view of the picture with his mother.  In other words, this is only a capture of the image.  He actually walks out of the view of the picture in the story.  He does look sad as he looks over his shoulder towards his new friend.  

While I was trying to decipher the type of artwork used for "Voices in the Park", I decided to google just to see what I could find. I actually came across a Webpage View that I found interesting. First, I didn't realize the season changed with the perspective of the character (Children's Literature Book Reviews, 2011). It does! In fact, this plays in with my statement above that the reader can re-read a picturebook several times and pull away new information. I had watched/read "Voices in the Park" three times before I realized this.

• Character 1/The mother - is always shown in an Autumn type atmosphere.  The leaves are reddish orange.
• Character 2/The dad - is surrounded with a very Winter type atmosphere.  The trees are devoid of leaves and occasional characters dressed "Christmas-y" saunter through the images. 
• The dogs often have very summer like backgrounds with flowers and bright colored trees.  This summer feeling gives a playful appearance.  The children have the same summer-y feel during their playtime, until they are separated at which time the image turns fall or winter-like.

The changing of seasons and the brilliant changes of color combined with a central view of the main character depict the art form - Impressionism (Wikipedia).

It is also important to note that in some imagery during the story, characters such as Smudge and her dad have odd backgrounds.  Large fruit represents trees and statues of gorillas in swim trunks are the artwork for a fountain.  Images also change with the character's mood.  The father is unhappy about his unemployment hence a wintry, dreary background.  These peaks of imagination and revealing the subconscious mind through artwork are part of - Surrealism (Surrealism.org, 2009).  

Ideological Analysis

After the title page the image disappears and reappears as a student/teacher reference. The intent of the book can be seen as either leisure reading or as a class assignment. A leisure reader will interpret the book much differently than a student who is guided by a teacher's interpretation.  Having had to interpret a story in a classroom setting before I understand how a teacher's influence changes the students perspective.  However Browne states in his teaching section, "…. intention is that children should be encouraged to make their own response to the text and should give their justifications for choices and ideas."  

Voices in the Park

There is an undertone of socioeconomic status as well.  The mother is obviously of higher economic status than the father.  Her snobby attitude and dress plus jewelry are very stereotypical representation of her status.  Plus at one point she begins to worry about the "Frightful types" in the park.  The background sound becomes ghostly, frighting as well to add to the panic.  

Voices in the Park

The Father's socioeconomic status is highlighted by a gloomy appearance.  In fact, when he leaves the house the images are very sloppy or messy with liter spread across the ground.  The Mother's background depicted clean housing which was much different.  The images for him do change by the time he and his daughter walk home.  People are dancing in the street.  It is still winter but the mood is lighter suggesting that his daughter is more important to him than money.


Structural Analysis
As the point of view for each character changes, the emphasis on who is highlighted in the picture changes.  For example:

Voices in the Park

Voices in the Park

The picture on the left is meant to emphasize the little boy.  Not that it is the same picture as the picture on the right but focusing on him instead of his mother.  The picture emphasizing the little boy is also more brilliant representing his summer like qualities.  You can also see the Surrealism art in the background - the large fruit trees.  The mother's point of view on the right side is definitely focused on her but that is because she is telling the story.  Her picture is duller, like her personality.  Something else to note is that she doesn't make eye contact with the reader.  Maybe she is too good for the reader?

Citations

Browne, A. (1999). Voices in the park. Retrieved on June 28, 2014 from 

          http://research.kingston.ac.uk/booksalive/flash/book.html

Children's Literature Book Reviews. (2011). Voices in the park. Retrieved on June 28, 2014 from 

          http://reviews-of-childrens-literature.pbworks.com/w/page/10581746/Voices in the Park

Serafini, F. (2014).  Reading the Visual:  An introduction to teaching mulitmodal literacy. New York, 
           NY : Teachers College Press.  

Surrealism.org. (2009). Surrealism. Retrieved on June 28, 2014 from http://www.surrealism.org

Wikipedia. (n.d.). Impressionism. Retrieved on June 28, 2014 from 

          http://en.wikipedia.org/wiki/Impressionism

Weekly Reading #5 ~ Perception and Interpretation of Multimodal Texts

Chapter 4

Nifwil Helix

"We cannot know objects in reality in and of themselves; we always are bound by our senses and interpretive contexts.  Nor can we represent the meanings we want neutrally, objectively, or in their entirety.  In other words, we cannot step outside our senses, minds, and cultures to know something from a "god's eye view" or fully objective perspective" (Serafini, 2014).

I think this is something important to remember when we give students a literary piece whether it is multimodal or one mono modal.  We interpret our world from our point-of-view, we often choose to be harsh because someone cannot perceive the world around them the same way we do.  I think we can bring our own experiences and ideas together to look at something from various view points but we should use caution in defining any piece narrowly.  There has been a few a times when I interpreted a story from my own point-of-view, only to find out later during a test that I was completely wrong due to the teacher's point-of-view.  My thoughts have always been, "How can this be?"  I read the entirety of the story… this is what I gained… this is how I interpreted it.  It does not mean that I do except others' interpretations and it is why I love communication with classmates.  It helps me see an object or subject from others' perspectives which widens my own world.  

Chapter 5

Nick's Blog

"As digital technologies make producing and disseminating multimodal ensembles easier, changes in the way people use these texts and the power relations between producer and consumer are continually evolving; the nature of authorship, reader, viewer, and publisher have begun to blur as changes in the sociocultural practices involving the production, dissemination, and interpretation of multimodal ensembles occur….  For better or worse, brick and mortar bookstores have gone out of business because of these changes in the delivery of text" (Serafini, 2014).

I have several thoughts on the quote above.  First, we've opened the door for several publishers in the community.  This makes creating artwork or written work not as exclusive. In other words, publishing your work is not painful.  Many options are available such as the blog that I am writing in at this moment.  All I have to do is his "Post" and it is available to the world.  I can even be compensated for my work if I allow advertisements on my page.  Second, that means we need to be judicial in what we share with our students on the web.  Anyone can post anything at any point in time.  It doesn't mean it is safe for our young readers in that interpretation can be a skewed as truth and then repeated as truth.  I like Wikipedia for quick facts on a general topic.  I don't like Wikipedia for quoting research since it can be edited by anyone at any point in time.  Finally, I am sad to see books begin to disappear but not sad at the same time.  Books are not disappearing, they are just taking a form that is more convenient.  I look at my bookshelf across my room and I see books stacked horizontally, vertically, and for lack of a better term "falling off."  There are no true or best ways to store a book when you begin to collect so many.  Eventually pages are torn and the book becomes an allergen as mold begins to collect on pages.  My greatest love is my Shakespearian Memoirs and complete Works copyright dated 1847.  However, I also have over 20 books on my iPad which takes up very little space, is convenient to carry around, and will never mold.  I could argue that a book may disappear but since it is stored in my iCloud after purchase, I'm not sure that is a valid argument.  

Deviant Art

Chapter 5

"As students encounter visual images and multimodal ensembles, they need to be encouraged to consider not only the content of the image, but also its composition and organizational features" (Serafini, 2014).  

Reading this chapter I began to realize just how much goes into a multimodal text such as color, dots, lines, view point, shapes, etc… and how all of these things can be interpreted from a cultural standpoint.  I have a friend well versed in creating artwork from pointillism and I thought of her as the artist and how she wants her artwork portrayed.  How much thought she puts into each dot as she uses some to shade and some to add contrast.  I wish I had a picture or example.  I think this chapter has increased my thoughts on art and multimodal presentations and the thought the artist puts into each line, shape, etc….

Mind Unleashed

This particular multimodal artwork really spoke to me which is why I chose it to analyze.  I do not have a disease but I do have a disorder - epilepsy.  I do not let is own me but see is as an additional challenge in life.  I am not defined by my disorder.  I defy it.

Content Analysis:

• What do I see?  A man using his own shielding to protect himself from that which he cannot control physically but can beat back from letting it control him wholly.  
• What is the image about?  Taking control of your life.  Not allowing the burdens of life take control of you.
• Are there people in the image?  There is one individual in the image.  What are they doing?  He is protecting himself from his own body.  He is not allowing his disease to define who he is.  How are they presented?  He is presented as strong.  Closing his eyes and looking away from his disease.  It does not own his mind.
• Can the image be looked at by different ways?  Absolutely!  I look at this image from my own perspective and my own fight.  I would like to think that my disorder is not a fire breathing snake.  Others who cannot relate may see it as him turning his back from his disorder but in actuality there is only so far you can run.  Explain how the image may be interpreted from two different socio-cultural perspectives.  Which perspective is dominate?  I have always had epilepsy but I did not always know.  So I can see this from two different perspectives.  Until the day you walk in my shoes… you will never know the roller coaster I ride.  From someone who does not understand he may be seen as foolish.  There is only so far you can run, hide, or pretend like it does not exist. From someone who can relate with his stance, may either agree with the first person or see it as a challenge to overcome but never to own them.  The first perspective is more dominant.  As a culture, many times we see a disease or disorder as a weakness in which we cannot transcend  or overcome.  The dogma that still exists for epilepsy today is overwhelming.  There are still days I play hide and seek from myself.  
• How effective is the image as a visual image?  It is very effective.  It carries a strong message about strength within and overcoming a challenge.

Mind Unleashed

Visual Analysis

• How is the image composed?  What is the background and what is the foreground?  The background is a dark shade (dark gray, almost black) which represents a scary or dark mood.  This enhances the fire breathing snake or dragon that weighs heavily on the individual as a disease.  The foreground is the individual fighting a fire breathing dragon using his mental knight and shield. 
• How is color used?  Since the main color is dark gray it represents the darkness of the situation.  However the center of the image is a glowing yellow.  This represents the hope the individual has that he can fight what is trying to suppress him.  
• Can the image be looked at different way?  Yes.  Any image depending on the viewpoint of the interpreter can be seen in different ways.  Someone who cannot relate to the picture may see that the knight and shield are too small to block the dragon.  After all the fire is almost encompassing the shield.  Depending on the viewpoint, the interpreter may also see the dragon or disease as much larger than the individual fighting it. 
• What meanings are conveyed by design choice?  From my point of view, the individual is turning his back and eyes away from that which is trying to own him.  The artwork is a bleed meaning there is no border.  The intension is to draw the viewer into the image (Serafini, 2014).  The dragon represents the disease and the knight represents the mental block the individual has produced to fight the dragon/disease.  The individual is radiating a glow from within his mental block to fight the darkness around him.  He also has his eyes closed blocking the illness or dragon from is thoughts and vision.  

Citation

Serafini, F. (2014). Reading the visual: an introduction to teaching multimodal literacy. (p. 37, 

        47, 67). New York, NY : Teachers College Press.

My Three Brain Networks

Picture from the Activity

Recognition Network

Items I recognized:

cast, man, woman, table, floor, chair, nurse, pictures, children, old picture

Strategic Network

How old are the people in this picture?

All adults except one child

What historical period and geographical location do you think this picture represents? Why?

England, early 1900s. The picture looks as if it is dated in this time period. The wallpaper and furniture + clothing appears this way.

How might the people be feeling in this picture?

Anxious

Affective Network

What in particular strikes you about this picture?

The man

Note something about yourself that might have led you to focus on these particular aspects:

Everyone is focusing on him in the picture.

Citation:
Teaching Every Teacher. (n.d.). My three brain networks. Retrieved on June 21, 2014 from 
         http://www.cast.org/teachingeverystudent/tools/studio.cfm?t_id=10&step=7

Illuminated Text

In memory of my brother-in-law, Jonathan Ford, who passed away in 2010 - I created an illuminated text for a poem he wrote when he was 11 years of age called, "It's a Wonderful Life."

Weekly Reading 4 ~ Educators and Mulitmodal texts

"However, when I ask teachers to share a comprehension strategy for making sense of a visual image of multimodal ensemble, I am usually met with the 'deer-in-the-headlights" look we try to avoid during classroom instruction or professional development workshops" (Serafini, 2014).  

Good point Serafini!  It is easy enough to say that we are going to teach our students how to "read" mulitmodal ensembles but exactly how do you do that?  What we take for granted everyday - reading images combined with texts, music, etc... can be much more difficult for a student to understand.  Especially if they are still in the literate stage of their life.  A lot of multimodal imagery is embedded with metaphoric meaning.  I liked Serafini's reference - a picture is worth a thousands words but a thousand words cannot describe a picture.  I have to pause for a moment because I'm not sure myself how to teach multimodal literacy skills.  I am certain we don't just have our students stare at the image until the meaning comes to them.

Flickr Censorship Campaign

Multimodal literacy hits us everyday from artwork, FB memes, text messages, emails, to advertisements for food, hotels, museums, etc... Decoding the messages embedded in multimodal ensembles can vary depending on the context in which they are displayed. Interpreting the information in its context can be difficult and requires skill and practice.  Memes and their meanings have always intrigued me but I have trouble with Political Memes. A meme is "an idea, behavior, style, or usage that spreads from person to person within a culture" (Merriam-Webster Dictionary, 2014).

Wikipedia furthermore states that a meme, "acts as a unit for carrying cultural ideas, symbols, or practices that can be transmitted from one mind to another through writing, speech, gestures, rituals, or other imitable phenomena with a mimicked theme. Supporters of the concept regard memes as cultural analogues to genes in that they self-replicate, mutate, and respond to selective pressures" (Wikipedia, 2014).

Politics and the hidden meanings within have always alluded me but occasionally memes do a good job of helping me interpret how the public sees certain political stances.  Education does an excellent job at helping students understand reading and written literacy.  In fact, education is attempting to become more and more innovative in aiding students in understanding text.  But how would a student interpret the Flickr image above? Would they have the tools at their disposal to understand the political background of why Leonardo da Vinci's "Vitruvian Man" has censored stickers all around him?  Politics is a huge topic within our culture. Expanding our student's literacy in visual art, audio, hyperlinks, fonts, and other digital media will help them to understand multimodal ensembles, much like the one above.  The text for the censored stickers on the "Vitruvian Man" is in red and all capital letters combined with strategic placement to make a point. It is up to the "reader" to understand that point.  By having our students create and practice with multimodal literacy we can better ready them for a world full of memes and other media images.

Literacy Mountain

"... more recent definitions of literacy suggest it is as much a social practice as it is an individual cognitive skill" (Serafini, 2014). Serafini suggests that literacy is something we "do" in a social context depending on the situation. This is an interesting point. Serafini defined it much the same way I do but I like his wording. From the time an individual wakes up till the individual goes to sleep their literacy skills will require "reading" a clock, road signs, facial expressions, emails, photographs, work memos, gas receipts, television ads, dinner manners, time-clock punch cards, Candy Crush, FB memes, Twitter "tweets", and the list goes on... The visual component of literacy is often lost in the rush to make sure everyone can read print. Considering visual literacy across several different theoretical perspective such as feminism, political, historical, etc... is what intrigues me in Serafini's book "Reading the Visual." The context of the imagery is an important part of reading the picture correctly.  

Feminist

I find the image to the right appealing since I am a woman. She is literally wearing her make-up like war paint and her face is contorted as though she is going to war. She is sick of being trapped in a world where being a feminist has a particular definition which people believe cannot be combined with what she feels a feminist is. She's trapped and she's mad... I can relate to this information. How do you help someone who has never been in this situation? How would a man interpret this information? It is a valid issue in our society and culture today. It could potentially be an image our students see. How would they interpret this?

Visual literacy in regards to our students is important because of the media images that they are constantly being bombarded with from all angles.  How do they interpret what is false and what is true and are they interpreting the imagery correct?  Aiding our students in visual interpretations will help them become a responsible citizen that understands current and past politics, various philosophies, historical contexts, and other relevant topics in our culture and society.  Especially in our growing digital savvy society.


Citations

Merriam-Webster Dictionary. (2014). Definition of meme. Retrieved on June 15, 2014 from
     http://www.merriam-webster.com/dictionary/meme

Serafini, F. (2014). Reading the visual: an introduction to teaching multimodal literacy. (p. 4, 19). New
     York, NY: Teachers College Press.

Wikipedia. (2014, June` 12). Meme. Retrieved on June 15, 2014 from http://en.wikipedia.org/wiki/Meme

LeVar Burton's Thoughts on Reading Rainbow and Where We are Today Regarding Digital Literacy

"We just went to the point of purchase, where kids were hanging out, and brought them back to the written word. And we’re doing the same thing now, using the prevailing technology of the day. Then it was TV, now it’s digital media. And we’re using that very important engagement factor to feed them something worthwhile." ~ LeVar Burton

Reading Rainbow was obviously a huge success in the 80s through the 90s up to 2009.  What I hadn't realized was the fact that as I watched it as a kid, the producers were playing on my enthusiasm for television to encourage reading.  LeVar Burton and his colleagues were innovative enough to see what attracts kids (instead of turning their attention away) and how to use it to educate as a tool.  Today it is digital media and Burton will continue to utilize what some educators see as a "downfall of society"and continue to inspire the next generation.  It will be interesting to see how the new App - Reading Rainbow succeeds.  Hopefully my future grandkids will fall in love with it.  I know what Burton can produce.

First Episode courtesy of my imagination and nostalgia

Multimodal Presentation Revision

I revised my multimodal presentation to a more personal note on why I love STEM education.  I realized I was missing a personal component when it came to creativity.  My enthusiasm for STEm education is apparent in most papers I write and always in my discussions and in classroom.  My multimodal presentation was missing that component which gave it a lack of creativity.  Statistics are fantastics and cut-dry fact but I love STEM education because it simulates real life scenarios.  It utilizes real tools in technology and I feel like that is what students connect to.

Another component that is missing is an example of my drive for STEM education or a particular passion which happens to be Women in Science which is understandable since I am a woman in science.  As a STEM educator I do have target audiences and students who I have to make sure get the attention and exposure they need to succeed.  Girls are often left behind in the science classroom as they get older due to boys becoming more vocal and stereotypes girls feel they need to fill in their teenage years.  The misrepresented and often left behind girls do tend to be minorities.  Which is something I am working on representing in my classroom right now.  I have to seek them out.  Not often enough am I sought out.  You don't seek out what you don't know exists.  If that makes sense.

I also changed it to a video that rotates on its own.  I did not like the Prezi.  I love Prezi when I'm standing in front of a crowd and talking but not for the multimodal presentation in which I tried to create a mood.  I am hoping my addition of background music is positively received and not a distraction.

Problem Solving

I did try to cut down on wording and emphasize images both metonymy and metaphor, as well as students engaging in STEM which is a powerful image in itself.  One of the jobs I've taken on at the ERC is posting pictures of engagement on our FB page.  I want teachers to see students engulfed in an activity such as the image of students "problem-solving" in the video.  That's a very powerful image beyond words. The students are thinking at an application level, which is what we strive for when we teach.  Not only that but both boys and girls are engaged in this image. They are not working together, which I would love to see.  They are obviously separated into groups of girls and groups of boys but it is also the age where this is more comfortable for them, therefore - I'll take it.   In that particular image I was no longer "The Sage on the Stage," I had become the "Guide on the Side."  That's the great substance behind STEM based learning.  The students take over and really think about their goals.  They want to succeed and at that moment they step into the shoes of a scientist.

Metaphor and Metonymy

For this blog the term metaphor and metonymy will be described using The University of Chicago's Theories of Media webpage, which states:  

"Metaphor and metonymy are two types of trope, that is, "a word or phrase used in a sense other than that which is proper to it"" (Orden, n.d.)

Metaphor

Aristotle referred to metaphors as an "enigma that reveals a likeness" and can also be seen as a "way of describing an abstract concept with accessible tools" (Orden, n.d.).   Metaphors whether they be written, oral, or born from graphics are viewed at the essence of what makes the human language colorful or lively.   These descriptive words, phrases, or graphics are analogous from their literal meaning.   

Example of a Metaphor

Human Leech

Referring to a friend who borrows money as a "leech."  In this case I'm going to use written text instead of a graphic to discuss a metaphor.  Because a human leech does not really exist.  It is an analogy for someone who sucks the money from you or sometimes the life.  Why we choose to make analogies between blood, money, and life is anyone's guess but it does show that money is of importance to us as a culture (Orden, n.d.).  
         

Metonymy

The idea of metonymy is to reduce redundancy. The example below for men and women's restrooms act as a "shorthand" for language. However metonymy is not always simple and may include more complex topics within the symbol. Metonymy is a word or symbol that effectively replaces a word, phrase, or action (Orden, n.d.).

Symbols for Bathroom

Example of Metonymy

Symbols for Men's and Women's bathroom.  As the article states, this is a crude symbol but effective.  As a society we know that the triangle represents a female figure in a dress and the rectangle figure represents a male.  We also know that it represents a room with a potty, sink, and sometimes shower (Orden, n.d.). 

Evidence of Metaphor and Metonymy use in my Presentation
I used metaphors and metonymy whenever I needed to make a point.  




The clock is meant to represent the future.  In other words it analogous or a metaphor.  Time is ticking.  We need to think about what we want to expose our students to because experiences in school is going to be what they base their college preferences on.  If they aren't exposed to STEM concepts, they may not see it as a future career.

The red X is meant to make the reader literally stop and pay attention, danger is ahead.  Much like the bathroom symbols above, we know this symbol translates as a "stop" or "danger" in any given situation, therefore it is a metonymy.  The next statistic in the presentation is representative of how many students we lose in high school because we do not fortify their interests in STEM careers.  I felt this red X would grab the reader's attention before continuing to the next slide.


Classmate Examples

1.  Jared St. Martin Brown

Multimodal Presentation - Play

This picture is an excellent representation of a metaphor.  The words on the screen are, "...minds of the future..." which is often referred to or represented by the next generation - our children.  

Multimodal Presentation - Play

The creativity slide is a good representation of metonymy.  Creativity is represented by an abstract painting in the background.  


2.  Candi's Blog

Multimodal Presentation - Motorcross

This particular image is a captured moment in time of a motocross racer jumping over an obstacle.  The author is making an analogy or metaphor as to what fearless is defined as since fearless cannot be seen.  Most people would be afraid to allow both tires to leave the ground simultaneously.    

Multimodal Presentation - Motorcross

In this picture the author is making a point about the healthiness of a motocross racer.  It requires that the racer be healthy and strong to maneuver through an obstacle course.  We know that protein, starches, and vegetables are representative of a healthy meal which makes this picture a good example of a metonymy.  

3.  Britney Greer

Multimodal Presentaton - Chess

The picture is of a horse going into battle is could be metaphor of a horse/knight in chess or referring to the "rules" as a battle since chess requires two people to play.  

Multimodal Presentation - Chess

A map is a good picture of a metonymy.  No matter the subject I know that the picture represents something that has occurred on the Asian continent, especially India since it is centered in the picture.  

Citation
Greer, B. J. (2014, June 3). Multimodal presentation [Web log message]. Retrieved on June 5, 2014 
      from http://bmgreer.blogspot.com/2014/06/multimodal-presentation.html


St. Martin Brown, J. (2014, June 1). Play!- a multimodal presentation [Web log message]. Retrieved on 
      June 5, 2014 from http://reinventingthewing.blogspot.com

Thomas, C. (2014, May 28). Motocross: multimodal [Web log message]. Retrieved on June 5, 2014 
      from http://sportmotomom1.blogspot.com/2014/05/motocross-multimodal_28.html

Orden, A. (n.d.). metaphor and metonymy. Retrieved on June 5, 2014 from 
      http://csmt.uchicago.edu/glossary2004/metaphormetonym.htm