Mathew, It sounds like an interesting project! I would love to try it someday. You mentioned in class that you and your brother had worked on a similar project. I think it would be great if you could play it for your students, even if the theme is different. Your students would appreciate it, especially if you highlight the challenges, the difficulties, and the joys of working on such a project.
This is an interesting assignment. I like how keep the focus very rhetorical as you ask that they specifically produce an audio ARGUMENT. I'm wondering, how would students formulate topics? And what kind of guidance do they need in this respect? One idea might be to have them create a shortened version of their classical arguments.. But certainly some topics are more suited than others in this assignment (time constraint, length restrain, etc). I think you should spell this out more and imagine some possibilities.
To go along with Matt's comment, have you thought about your presence in their drafting? Do you think you should look over their initial scripts and give them the "ok" in case they completely miss the point?
I would add that you should include some info about what formats to save their files in; keeping a folder of raw and acquired files; and info on how to borrow digital audio recorders from McCracken. You might want to include a class period where they bring recorders, make dummy recordings, download to flash drives, and edit and mix in Audacity. You can provide some music and sound effect files for them to use in this exercise.
Mathew,
ReplyDeleteIt sounds like an interesting project! I would love to try it someday. You mentioned in class that you and your brother had worked on a similar project. I think it would be great if you could play it for your students, even if the theme is different. Your students would appreciate it, especially if you highlight the challenges, the difficulties, and the joys of working on such a project.
This is an interesting assignment. I like how keep the focus very rhetorical as you ask that they specifically produce an audio ARGUMENT. I'm wondering, how would students formulate topics? And what kind of guidance do they need in this respect? One idea might be to have them create a shortened version of their classical arguments.. But certainly some topics are more suited than others in this assignment (time constraint, length restrain, etc). I think you should spell this out more and imagine some possibilities.
ReplyDeleteCool assignment!
To go along with Matt's comment, have you thought about your presence in their drafting? Do you think you should look over their initial scripts and give them the "ok" in case they completely miss the point?
ReplyDeleteThe above comments are useful.
ReplyDeleteI would add that you should include some info about what formats to save their files in; keeping a folder of raw and acquired files; and info on how to borrow digital audio recorders from McCracken. You might want to include a class period where they bring recorders, make dummy recordings, download to flash drives, and edit and mix in Audacity. You can provide some music and sound effect files for them to use in this exercise.
Thanks, everyone.Your comments are very helpful.
ReplyDelete