Исполнение Камисибай - Тара Макгоуэн

PRZEDMIOTEM OFERTY JEST KOD DOSTĘPOWY DO KSIĄŻKI ELEKTRONICZNEJ (EBOOK)

KSIĄŻKA JEST DOSTĘPNA NA ZEWNĘTRZNEJ PLATFORMIE. KSIĄŻKA NIE JEST W POSTACI PLIKU.

Kamishibai (paper-theater), a Japanese picture-storytelling medium, is gaining global interest as we move from a text-based culture to one that emphasizes multiple semiotic systems and performance. This is the first volume to explore the potential of kamishibai as a dynamic "new" interactive medium for teaching multimodal communication and shows how synchronizing oral, visual and gestural modes develops students’ awareness of all modes of communication as potential resources in their learning. By examining the multiple modes involved in kamishibai through actual student performances over several venues, this volume overturns commonly held expectations about literacy in the classroom and provides a critical perspective on assumptions about other media. It offers much-needed information about a medium that is attracting interest from educators, academics and artists worldwide.

• Autorzy: Tara McGowan
• Wydawnictwo: Taylor & Francis
• Data wydania: 2015
• Wydanie: 1
• Liczba stron: 230
• Forma publikacji: ePub (online)
• Język publikacji: angielski
• ISBN: 9781317529828

BRAK MOŻLIWOŚCI POBRANIA PLIKU. Drukowanie: OGRANICZENIE DO 2 stron. Kopiowanie: OGRANICZENIE DO 2 stron.

• Cover
• Title
• Copyright
• Dedication
• Contents
• List of Figures
• Acknowledgments
• Introduction: Why Kamishibai?
• Kamishibai as an Emerging New Literacy
• Developing Communicative Competence through Interactive Performance
• Toward a Resource Model of Multimodality
• Outline of Chapters
• 1 What Is Kamishibai? The Evolving History of a Traveling Medium
• Street Performance (Gaito) Kamishibai
• Religious, Educational, and Published Kamishibai
• Military Propaganda Kamishibai
• Postwar Incarnations of Kamishibai
• An Ideological Model of Kamishibai
• The Globalization of Kamishibai
• A Brief Overview of My Teaching Methods
• Interaction with the Audience in Performance: An Emphasis on Methexis
• Adapting to the Modal Environment of the Classroom
• 2 Modal Fluidity in the Ecology of Mr. G’s Classroom
• Mr. G’s Classroom
• Modal Configurations in Morning Routines and Rituals
• Persuasive BiographiesFormal and Informal Registers
• Pounding Playdough
• The Kamishibai Project within the Modal Ecology of Mr. G’s Classroom
• The Cultural Diversity of Mr. G’s Students
• Impediments to Kamishibai
• 3 Entering Narrative through the Kineikonic Mode
• Conventional Classroom Drawing Practices
• Stasis as the “Norm”
• Objective DistanceSize and Scale
• Peripheral Details
• Drawing as a “Fun” Afterthought
• Cultural Practices Sedimented within the Medium
• Entering Narrative through the Kineikonic Mode
• Methexis and the Interpersonal Metafunction of Communication
• Transitions in Interaction
• Direction of Movement: (a) Characters, (b) Objects, (c) Techniques
• Pointers, Framing, and Point of ViewEstablishing Power Relations
• A Diversity of Access Points to Kineikonic Expression
• 4 Illustration as Gesture: Synchronizing Oral, Visual, and Gestural Modes
• “Unique” Affordances as Embedded Social/Cultural Practices
• Developing Communicative Competence in the Synchronization of Multiple Modes
• Illustration as Gesture
• Case Study One: Stretching the Bounds of Alignment
• Case Study Two: Restricting Interpersonal Involvement to the Stage
• A Diachronic View of Developing Rhythmic Synchrony
• Making the Writing Connection
• 5 The Three Rs of “Kamishibai Is Writing”: Revision, Recursivity, and Repertoire
• The Relationship between Oral and Written Language
• Writing in Writer’s Workshop
• The “Writing Process” versus Kamishibai
• Writing and Recursivity
• Paul’s Picture-Driven Writing Process
• Paul’s Story over Three Performances: An Ongoing Process of Revision
• Recursivity and Repertoire
• Repertoire and Performance: Kamishibai as “Emergent Text”
• 6 Modal Fixity: The Ecology of Ms. P’s Classroom
• Redefining “Inclusion”
• The Modal Configurations of Ms. P’s Classroom
• Modes in Morning Routines and Rituals: The Daily Language Warm-Up
• Modes in Rewards and Class Management: Smart Cookie
• Technology versus the Professional Teacher
• Affordances of the Human Teacher: Physicality, Emotion, and Experience
• The Limitations of Unobtrusive Participant Observation
• Ms. P’s and My Collaboration
• NJASK Preparation
• 7 Upending Classroom Hierarchies with Multiple Modes
• Portraits of the Classified Students
• Intuitive Resistance and Affinity to Kamishibai among “Low-Performing” Students
• Case Study One: Carla
• Gender and Multimodality
• Case Study Two: Tony
• Tony’s SpongeBob Kamishibai: Twins
• Performing Against the Grain of Expectation
• From Kamishibai to Writing
• 8 Performing Magic
• Ms. P’s Writing Process
• Writer’s Workshop and the Kamishibai Project at Site Two
• Intuitive Affinity and Resistance in “Top-Performing” Students
• Case Study Three: Christa
• Case Study Four: Harry
• Blockages to the Fluidity of Transfer among Modes
• Transitional and Maintenance Models of Multimodality
• Performing Magic
• Conclusion: Rediscovering the Emergent Qualities of Text
• Toward a Resource Model of Multimodality
• Unfinished Business: In the Gap between Primary and Secondary Discourses
• Building New Knowledge: The Complexity of Modal Transfer
• Loosening the Boundaries around Student Learning
• Appendix I Transcription Symbols for Kamishibai Performance
• Appendix II Connecting Kamishibai to the Common Core State Standards
• Index

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