Conclusion

Author(s):  
Heidi Wilkins

Representations of gender have varied greatly during this sustained period of film. Furthermore, it seems that while stable, hegemonic – or stereotypical – notions of gender have arguably always been embedded in American mainstream cinema (including the idea of the strong, silent male and the chatty verbose female), these depictions have frequently been challenged and the audio element of the audiovisual cinematic experience has been key to these subversions. An important contributor to this operation of sound is the ‘acoustic remainder’, discussed in Chapter 2, a hermeneutic category arguably applicable to all films discussed here. The idea of quoting famous lines of film dialogue has become a particularly cherished meta-cinematic practice – a form of entertainment for film enthusiasts. Likewise, the film audience can ‘take away’ musical underscoring (who might repeat the song by playing a recording of the same song at home), thereby extending the sonic life of the film and its messages, potentially eternally. In this way, key sounds such as film dialogue and film music can ‘remain’ with audiences, and thus associative ideas about gender and sound are potentially able to do the same.

2021 ◽  
Vol 15 (2) ◽  
pp. 167-193
Author(s):  
RENÉ IDROVO

In Gravity (2013), Alfonso Cuarón introduced a fully three-dimensional sound design approach that was originally termed by Idrovo and Pauletto (2019) as ‘immersive point-of-audition’. More recently, in Netflix’s Roma (2018), Cuarón not only perfected such treatment of sound, but consolidated an audio-visual style that stands out for its capacity to enhance our sensation of ‘presence’ in the narrative world, a style that is referred here to as immersive continuity. Grounded on the spatiotemporal continuity of the long take, Cuarón’s immersive continuity allows sound objects to flow all around the 3-D space, and hence opens a giant window of opportunity for the exploitation of Dolby Atmos. Through an extensive analysis of Roma, this article describes the aesthetics of such audio-visual style, and beyond, it explores the methods and workflows that permitted Cuarón’s sound team to fully exploit sound three-dimensionality. Finally, I discuss the growing adoption of Netflix as one of the major challenges that the theatrical cinema industry has to face; and argue that embracing immersive continuity may be a powerful weapon for attracting audiences to a cinematic experience that cannot be found at home.


1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.


2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.


ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 32-32
Author(s):  
Heidi Hanks

Leave your flashcards at home and try these five apps for early language learning.


2004 ◽  
Vol 171 (4S) ◽  
pp. 316-316
Author(s):  
Hunter Wessells ◽  
Harin Padma-Nathan ◽  
Jacob Rajfer ◽  
Robert Feldman ◽  
Raymond Rosen ◽  
...  

2006 ◽  
Vol 39 (8) ◽  
pp. 18
Author(s):  
MICHELE G. SULLIVAN
Keyword(s):  

2006 ◽  
Vol 5 (1) ◽  
pp. 158-159
Author(s):  
J GUILLAMONT ◽  
A SOLE ◽  
S GONZALEZ ◽  
A PEREZITURRIAGA ◽  
C DAVILA ◽  
...  

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