Capturing the dynamics of narrative development in an oral storytelling performance: A multimodal perspective

2010 ◽  
Vol 19 (4) ◽  
pp. 357-377 ◽  
Author(s):  
Soe Marlar Lwin
Keyword(s):  
Visual Features ◽  
Narrative Development ◽  
Contemporary Society ◽  
Oral Storytelling ◽  
Artistic Process ◽  
Multimodal Analysis ◽  
Story And Discourse ◽  
A Performance ◽  
Communicative Effectiveness

This article investigates how the dynamics of narrative development in an oral storytelling performance can be captured so as to explain its aesthetic and communicative effectiveness. In the light of the narratological distinctions between story and discourse, an oral storytelling performance conducted by a professional storyteller in an institution in contemporary society is treated as constituting the story (i.e. content elements such as events, characters, time and location) and the storytelling discourse (i.e. expressive features employed by a storyteller during a storytelling process). It is then examined as an artistic process that ‘exploits’ more than one semiotic channel to evoke a storyworld. The performance-focused multimodal analysis shows how the interplay between verbal, vocal and visual features of the storytelling discourse produces certain interpretations and meanings of the events and characters in the story and how, through such interplay, the audience is encouraged to have relatively uniform cognitive, emotive and evaluative responses which are in line with the values and messages of the institution in/for which a particular storytelling performance is conducted. A performance-focused multimodal analysis is, therefore, suggested for capturing the dynamics of narrative development in an oral storytelling performance and for uncovering its aesthetic and communicative effectiveness.

Stories of (self)-introduction for communicative effectiveness of an institutionalized storytelling performance

2016 ◽  
Vol 26 (1) ◽  
pp. 64-87
Author(s):  
Soe Marlar Lwin
Keyword(s):  
Meaning Making ◽  
Social Identities ◽  
Oral Narratives ◽  
Contemporary Society ◽  
Self Presentation ◽  
Oral Storytelling ◽  
Point Of Entry ◽  
Communicative Effectiveness

Over the last few decades, increasing interest in oral narratives as a point of entry into understanding self-presentation and construction of personal and social identities has led to several studies which adopt a contextualized approach to analyses of everyday conversational narratives. In this study, adopting a similar contextualized approach but focusing on a less spontaneous and more institutionalized type of oral storytelling, I examine the narrative told as an introduction to a professional storyteller before her storytelling performance, as well as the oral tale inscribed with institutional messages told during her storytelling performance. I discuss how the construction of storyteller’s identities in the narrative of introduction preceding the telling of an oral tale was an important strategy that enhanced the communicative effectiveness of the storytelling performance in disseminating the institutional messages. The study extends our understanding of the ways in which various institutions in contemporary society have been using storytelling performances by professional storytellers as a communicative, educative and meaning-making tool.

scholarly journals La innovación en audiovisuales mediante programas educativos multimodales para la educación primaria

2019 ◽  
pp. 210
Author(s):  
Dolores Alvarez-Rodriguez
Keyword(s):  
General Education ◽  
Primary Education ◽  
Contemporary Society ◽  
Educational Legislation ◽  
Cultural Products ◽  
Multimodal Analysis ◽  
Audiovisual Education ◽  
Palabras Clave ◽  
Symbolic Systems ◽  
Educación Primaria

Resumen: La formación en el manejo de los lenguajes audiovisuales como parte de la alfabetización del individuo debería de ser básica en la educación general en las sociedades contemporáneas debido a la preeminencia de estos en el mundo actual. De hecho, la competencia en los sistemas simbólicos culturales propios es central en la educación de los individuos y comunidades. Así, desde la implementación de la última legislación educativa en España, es contenido explícito en la educación primaria, dónde se aparece como parte de la programación de educación artística. A pesar de esta inclusión como contenido, no se imparte de manera efectiva en los centros escolares básicamente por carecer de horas lectivas para ello. Debido a esta circunstancia, el aprendizaje se produce espontánea y autónomamente de manera informal. Los audiovisuales integran varios lenguajes artísticos que presentan gramáticas específicas que se conciben como un todo. Desde esta perspectiva son productos culturales unitarios cuyo estudio debe enfocarse como tal. Para ello es interesante recurrir al análisis multimodal que ha surgido como forma de conocimiento y análisis en contextos de narrativas múltiples simultáneas. En este artículo se reflexiona sobre esta situación y se presentan algunas experiencias innovadoras de formación en audiovisuales para en el periodo de los seis a los doce años, momento en que se produce la alfabetización en los lenguajes propios de la sociedad contemporánea.   Palabras clave: educación audiovisual, educación primaria, programas innovadores, educación artística, análisis multimodal.   Abstract: Training in the management of audiovisual languages should be basic as part of the individual's literacy in general education in contemporary societies due to the pre-eminence of these in today's world. In fact, to get competency in using symbolic systems of one's own cultural is central to the education of individuals and communities. Thus, since the implementation of the last educational legislation in Spain, audiovisual language is content in primary education, where it appears as part of the artistic education program. In spite of this inclusion as content, it is not taught effectively in the schools basically because there are no teaching hours for it. Due to this circumstance, learning occurs spontaneously and autonomously informally. Audiovisuals integrate several artistic languages with specific grammars conceived as a whole. From this perspective are unitary cultural products, whose study should be focused as such. For this, it is interesting to resort to the multimodal analysis that has emerged as a form of knowledge and analysis in contexts of multiple simultaneous narratives. This article reflects on this situation and presents some innovative audiovisual training experiences for the period from six to twelve years. In this period the acquisition of literacy in the languages of contemporary society takes place.   Keywords: Audiovisual education, primary education, innovative programs, art education, multimodal analysis.   DOI: http://dx.doi.org/10.7203/eari.10.13933

scholarly journals Discourse of Fear and Economic Crisis: A Multimodal Analysis of Pakistani Newspaper’s Political Cartoons of COVID-19

2020 ◽  
Vol 6 (2) ◽  
pp. 35-45
Author(s):  
Fareeha Aazam ◽  
Tanveer Baig ◽  
Amna Azam ◽  
Zainab Azam
Keyword(s):  
Economic Crisis ◽  
Visual Features ◽  
Political Cartoons ◽  
Multimodal Analysis ◽  
The People ◽  
The Social ◽  
Editorial Cartoons ◽  
The World ◽  
Specific Meaning ◽  
The Masses

The study investigates COVID-19 language of fear and phobia in Pakistani newspaper's political cartoons. These cartoons are a powerful medium for visual communication of any current and significant scenario as one image depicts the whole story. The editorial cartoons are also used to convey a specific meaning behind visual features. The present study is mainly concerned with the coronavirus, which affected life all over the world, and it is observed how newspapers are reporting this pandemic through political cartoons. Data is collected from 'The Dawn' newspaper. The research is qualitative. Machin's (2007) multimodal analysis is adapted for data analysis. Images denote and connote to convey a specific meaning according to the social and historical contexts. The study reveals that these political cartoons disseminate fear and mental illness among the people. However, they are also mocking and criticizing the official authorities for the economic crisis by highlighting the financial problems of the masses, as they did not make the wise decisions on time to control this pandemic.

scholarly journals Gadamerian Hermeneutics in An Artistic Process of Retno Maruti And Bulantrisna Djelantik’s Bedoyo-Legong Calonarang

2017 ◽  
Vol 6 (11) ◽  
pp. 01
Author(s):  
Riana Diah Sitharesmi
Keyword(s):  
Cultural Identity ◽  
Contemporary Society ◽  
Artistic Process ◽  
Art Works ◽  
Fusion Of Horizons ◽  
Choreographic Process ◽  
Indigenous Wisdom

<p class="Default">The research is to investigate the existence of <em>Bedoyo-Legong Calonarang</em>,<em> </em>as a dance piece, which its creation based to reinterpretation towards tradition and indigenous wisdom.  The dance brings Indonesian classical idioms and mythological sphere into a dynamic contemporary.  The dance attempts to avoid either the clichés or<em> </em>destructive forms.  It is imperatively seeking the ontology of <em>Bedoyo-Legong Calonarang </em>through investigating hermeneutical aspects in the process of creating, conceptual sphere, and spectacle representation.  The juxtaposition, in which the dance is presented, is a unique way to accommodate the process of inter-subjective understanding respectively amongst choreographers, aesthetical values of Java and Bali, the myth of <em>Calonarang</em>, and today’s reality.</p><p class="Default"> </p><p class="Default">A philosophical qualitative is the foreground to investigate a new understanding about artworks through Hans-Georg Gadamer’s hermeneutics. Such perspective provides the interwoven understanding towards contemporary (of art-works), the critique of aesthetics, revitalizing the tradition, and dialogical pattern inside the effort of the fusion of horizons. Gadamerian hermeneutics is confidentially constructed through identifying choreographic concept and aesthetic codes from the analysis of dance structure and representation. <em>Bedoyo-Legong Calonarang</em> achieves its innovative, artistic ontological existence and its spiritual field, in the middle of Indonesian contemporary society. Its concept assertively suggests Indonesian choreography to accommodate contemporary innovation, while it also conveys its cultural identity into broader implementation of multicultural state.</p><p class="Default"> </p><p>Keywords : Gadamerian hermeneutics; choreographic process; dialogical sphere; The <em>Bedoyo-Legong Calonarang.</em></p>

Some interactional uses of syntactically incomplete turns in Mandarin conversation

2016 ◽  
Vol 7 (2) ◽  
pp. 237-271 ◽  
Author(s):  
Xiaoting Li
Keyword(s):  
Conversation Analysis ◽  
Visual Features ◽  
Interactional Linguistics ◽  
Face To Face ◽  
Multimodal Analysis ◽  
Mandarin Conversation

In everyday conversation, sometimes a speaker may not complete his/her turn, and the recipients do not treat it as problematic. This paper investigates this type of syntactically incomplete turns (henceforth, SITs) in Mandarin conversation. Specifically, this study examines how SITs are used and constructed through multimodal resources in Mandarin face-to-face conversation. Adopting the methodology of conversation analysis, interactional linguistics, and multimodal analysis, the present study examines 8 hours of everyday Mandarin face-to-face conversation. It shows that the SITs are situated in particular sequential environments and triggered by local contingencies. For example, they are used to accomplish socially and interactionally inappropriate actions and display sensitivity to the recipients’ disengagement from the ongoing talk and the current participation framework. Also, despite the syntactic incompleteness of the SITs, the prosodic and bodily-visual features involved in their production usually indicate possible turn completion.

Making Biosciences Visible for Popular Consumption: Approaching Image–Text Relations in Newscientist.com Through a Critical Multimodal Analysis

2018 ◽  
Vol 25 (4) ◽  
pp. 379-392
Author(s):  
Katarzyna Molek-Kozakowska
Keyword(s):  
Popular Science ◽  
Visual Images ◽  
Visual Features ◽  
Science Journalism ◽  
Discursive Strategies ◽  
Multimodal Analysis ◽  
Science Discourse

Salience or visibility of science-related issues can be strategically projected by means of linguistic and visual resources. This article presents a methodology for examining the relations between the textual properties of popular science discourse and the visual features of accompanying images. The advantages of this approach are demonstrated through a multimodal analysis of a sample of biomedical articles from New Scientist, which reveals the frequency and distribution of selected properties of visual images, typical aspects of layout, attributed functions of the images, and their relation to the text. Humanization, domestication, and aesthetization are dominant discursive strategies of popularity-driven science journalism.

Pragmatic versus Morphological/Syntactic Criteria for Language Referrals

1980 ◽  
Vol 11 (2) ◽  
pp. 85-94 ◽  
Author(s):  
Jack Damico ◽  
John W. Oller
Keyword(s):  
Grade Level ◽  
The State ◽  
Verb Agreement ◽  
Remedial Programs ◽  
Service Training ◽  
Traditional Approaches ◽  
Communicative Effectiveness

Two methods of identifying language disordered children are examined. Traditional approaches require attention to relatively superficial morphological and surface syntactic criteria, such as, noun-verb agreement, tense marking, pluralization. More recently, however, language testers and others have turned to pragmatic criteria focussing on deeper aspects of meaning and communicative effectiveness, such as, general fluency, topic maintenance, specificity of referring terms. In this study, 54 regular K-5 teachers in two Albuquerque schools serving 1212 children were assigned on a roughly matched basis to one of two groups. Group S received in-service training using traditional surface criteria for referrals, while Group P received similar in-service training with pragmatic criteria. All referrals from both groups were reevaluated by a panel of judges following the state determined procedures for assignment to remedial programs. Teachers who were taught to use pragmatic criteria in identifying language disordered children identified significantly more children and were more often correct in their identification than teachers taught to use syntactic criteria. Both groups identified significantly fewer children as the grade level increased.

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