A Student-Made Film: Navigating Modes

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A Student-Made Film: Navigating Modes

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Title:
A Student-Made Film: Navigating Modes
Creator:
Schneider, Jenifer Jasinksi ( Author )
Physical Description:
1 online resource (6 pages)

Subjects

Subjects / Keywords:
Education -- Research ( lcsh )
Teachers -- Training of ( lcsh )

Notes

Abstract:
In film, students use multiple modes to communicate messages including linguistic, gestural, spatial, aural, and visual modes.

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Source Institution:
University of South Florida
Holding Location:
University of South Florida
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All applicable rights reserved by the source institution and holding location.
Resource Identifier:
I17-00042 ( USFLDC DOI )
i17.42 ( USFLDC Handle )
info4 ( OriginalID )

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Added automatically
Analyzing Student-Made Films

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Book

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PAGE 1

! Schneider, J.J. (2016). Analyzing Student Made Films: Modes (pp. 1 6 ). Retrieved from Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF L ibraries Digital Collections http://digital.lib.usf.edu/ Analyzing Student Made Film s : Modes Jenifer Jasinski Schneider, Ph.D. University of South Florida 2016 Introduction In this document, I describe my process of analyzing the elements of student made film s The student films originated in the context of my writing methods course in which teacher candidates worked with small groups of students to compose written and filmic texts. To illustrate the methodological process of film analysis, I selected a film created by a group of 5th grade students and two te acher candidates Aimee Frier, a doctoral student and research assistant, videotaped every work session and documented the students' decision making pro cess and text production. The students' and teachers' composing process serves as the context for decisi on making and further details are presented in other parts of this collection. B elow I describe my methods for analyzing the modes and semiotic sources within a student made film I focus on the linguistic/literary, visual, spatial, gestural, and aural mo des through which students made meaning Modes Modes are an organized grouping and cultural shaping of semiotic resources (Figure 1) In other words, modes are the vehicles through which students make meaning in film. In order to analyze the semiotic res ources in a student made film, I specifically examine five modes: linguistic, visual, spatial, gestural, and aural.

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! Schneider, J.J. (2016). Analyzing Student Made Films: Modes (pp. 1 6 ). Retrieved from Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF L ibraries Digital Collections http://digital.lib.usf.edu/ # Isolating Modes I begin with a process of isolating the modes used within each scene. In contrast to earlier examinat ions of still images, the process of mode analysis requires con tinual reviewing of the film in order to identify, label and sort the modes. To do so, I use qualitative research software to segment the film and identify the modes (Figure 1) Figure 1. Screen shot of MAXQDA qualitative analysis software. For example, MAXQDA is a software program in which I can create my own codes (bottom left pane) label them with color, and sort them in hierarchies. In addition, if I create a code name, I can edit th e name, change the color, and make other alterations. Qualitative analysis software is helpful for modal analysis because it allows for a graphic display and coded breakdown of the moving image

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! Schneider, J.J. (2016). Analyzing Student Made Films: Modes (pp. 1 6 ). Retrieved from Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF L ibraries Digital Collections http://digital.lib.usf.edu/ $ Tally Modes "Tally" is a simplified word that represents the process of determining the number of instances a phenomenon occurs within the data Within a qualitative analysis software system such as MAXQDA I can tally and record the number of instances of each mode. I can also engage in further anal ysis based on the segment ation of modes and the coding of segments. For example, I can select a wide array of analysis options, visual tools, reports, and statistical comparisons in MAXQDA. Figure 2 is an example of a summary grid. I selected "analysis" fr om the menu. Then I selected "summary grid." Figure 2 is a view of clips coded as "gestural" with corresponding time stamps. Figure 2. Coded segments viewed through the summary grid Other analysis options are available if I want to examine the codin g scheme Figure 3 is a particular view of the data obtained by selecting "summary of codes." This data sorting option provides information about the length of the coded segment, percent coverage and location within the film timeline. I did not weight the codes, but the option is available to do so Therefore, if I found that gesture had a greater impact on meaning than spatial considerations, I could create a weighted system for further analysis. Figure 3. Coded segments viewed through a summary of cod es

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! Schneider, J.J. (2016). Analyzing Student Made Films: Modes (pp. 1 6 ). Retrieved from Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF L ibraries Digital Collections http://digital.lib.usf.edu/ % Determine Patterns Q ualitative analysis software can identify patterns in the data based on the coding classification system. The software can also assist me as I determine the strength of the patterns within the data set. For example, in Figure 4, the bar graph indicates the occurrence of the linguistic subcodes of monologue dialogue and plot moving action As I coded the film, I realized that the film did not include much dialogue between characters Instead, the characters spoke into space, using f orms of monologue and group response. I was interested in this choice; therefore, I created a code of monologue and dialogue to help me track the actor's speaking relationship to other characters What appeared as a pattern was confirmed with my choice to analyze the sub codes. Figure 4 indicates that 67% of the coded interactions were a form of monologue (Note, not all data included or shown) Figure 4. Data chart representing the statistic of sub codes. MAXQDA, and other forms of data analysis sof tware, are helpful tools for labeling, sorting, coding, and managing the data. Their visual displays and analysis tools expedite the process of recognizing patterns. However, there is a very important human element that must occur in conjunction with the s tatistical approach. For example, I coded the use of costume within the film. The film was not long enough and the costumes were limited as each student only played two characters and one of the characters was a student wearing a uniform. However, costume is important for developing role and believability within the film space. How did the students create the costumes? What elements were important in creating meaning? To further address these questions, I used a simple table with a listing of costumes and p rops (Table 1 )

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! Schneider, J.J. (2016). Analyzing Student Made Films: Modes (pp. 1 6 ). Retrieved from Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF L ibraries Digital Collections http://digital.lib.usf.edu/ & T a ble 1. Listing of costumes and props. S cene Costume Prop 1 All student actors in s chool uniform ( boys in white shirts, tie, navy pants; girl in white shirt, plaid skirt) Teacher wearing pants and shirt General classroom decorations 2 All actors in s chool uniform Notebook spiral bound 3 Soldier: Red soccer shirt /straw hat Soldier: Red shirt/mustache Journal Bic pen 4 Soldiers: Mix of red shirts White uniform shirt worn open like a jacket White undershirt Paper guns hats 5 Brown suede Indian attire with fringe White shirt/pants Blue shirt/rolled up pants /hat War paint W ristw atch Bows Guns Hatchets Flag 6 Brown suede Indian attire with fringe White shirt/pants Blue shirt/rolled up pants/hat War paint Copy of old document (photocopy on white paper) Coon skin hat Bic pen 6ft folding table Metal chairs 7 School uniform Notebook In the previous examples, MAXQDA performed the statistical analysis of my codes but my interpretive skills and understanding of mode created the structure for the analysis. In addition, my accuracy and consistency in the coding process ha s a direct effect on any subsequent analysis. Attention to detail, clear and consistent codes, and rigorous labeling of instances are the keys to the strength of any claims I can make about the data. I must also rely on my knowledge of the field and my understanding of the phenomenon under study to make determinations about t he best ways to sort, analyze, and repre sent the data. Sometimes a simple table, listing, or graphic organizer is the be st way to understand the data. What Do Modes Tell Us By isolating and examining the m odes in student made films researchers can explore th e ways in w hich the creators positioned their bodies, used semiotic resources, and layered the resources to make meaning By viewing and analyzing the final film, we can interpret the semiotic systems a t play and how they were manipulated and ordered to communicate a message. We can analyze and interpret the message by examining the number of instances and commonalities across the data

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! Schneider, J.J. (2016). Analyzing Student Made Films: Modes (pp. 1 6 ). Retrieved from Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF L ibraries Digital Collections http://digital.lib.usf.edu/ References MAXQDA (2016). Retrieved from http://www.maxqda.com/


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