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Student Voices, Student Vision

Student Voices, Student Vision. Audio tracks from Falmouth i Write project. Students talk about how they write. Visual track -animations and sound developed by Animation and Visual Effects students, Sheffield Hallam. Participants Liam Hall & Ben Johnston Dan Hodgson Hayley Humphreys

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Student Voices, Student Vision

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  1. Student Voices, Student Vision Audio tracks from Falmouth i Write project. Students talk about how they write. Visual track -animations and sound developed by Animation and Visual Effects students, Sheffield Hallam. Participants Liam Hall & Ben Johnston Dan Hodgson Hayley Humphreys Carl Jones Oksana Fedotova (ACES) Cathy Malone (QESS) • An account of an animation employability project funded by ALDHE (Association of Learning Developers in HE) which developed four short animations. These were chosen from animatics developed in first year module.

  2. Process & Development

  3. Process & Development • In our module Researching Creative Industries (level 4) we were approached with an external brief to produce an animatic regarding writing process. • We selected an audio from a series of pre-existing tracks, from the Falmouth i Write project . • Over a series of weeks within the module we adapted and refined our animatics to the client’s specifications. • Four were then commissioned to be taken forward for completion. • These were presented at ALDHE conference 2013 by our classmates.

  4. Our Experiences • ‘We learned about the process of working in a professional context’ • ‘A head start in the industry will prove invaluable’ • ‘A great opportunity to experience the process of animation from beginning to end’ • ‘It taught me to be willing to be flexible with ideas’

  5. Benefits to the University From central resource writing perspective the notion of student ‘voice’ is relevant here. Student voice meaning both “having authority to speak and wield influence” and “resonant with authenticity” that we recognise (Elbow 2000:206). From audio tracks ‘writing’ emerges as • Recursive, messy, individual process • Driven by meaning • Central to university experience – an opportunity, “what you’re here for” • Interweaved with laughter Adding a visual track confirms and strengthens these messages of • Individual diversity • Adds a layer of meaning • Literally brings the words to life • Full of visual puns and jokes This addition of visual track has an authenticity and resonance that amplifies the authority of the student voice in learning.

  6. SHU animations 2013 ALDHE • How do you plan your writing? • https://exchange.shu.ac.uk/owa/redir.aspx?C=E9siVIF5xUizWBMILvGjpCQakB-cP9AIxWpRnDzItP-gLTk5hS-3t8ukgg3OWgZXo_xK2Pwn6pA.&URL=https%3a%2f%2fwww.dropbox.com%2fs%2fz8e5bl729itd9tr%2fHow%2520Do%2520You%2520Plan%2520Your%2520Writing.mp4 • How do you write? By hand or on the computer? • https://www.dropbox.com/s/v9bk5prwpoomjdp/Render_10.mov • How do you start your writing? • https://www.dropbox.com/s/cvjo7dummmwqmun/Carl%20Animation.mov • Animations; The Compilation • https://www.dropbox.com/s/xn9nsgmbv5ochm3/Student%20View%27s%20on%20Writing%20Process%202.mp4 For a student authored account of this project please click the link below to read their reflections in an internal student journal. http://research.shu.ac.uk/aces/enquiry/index.php/enquiry/index

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