TODAY1) Visual-verbal-aural: let’s talk again2) Those challenges from last class, and a

question to ponder3) Kim Dotcom and digital rhetoric: a

discussion, and hopefully not a quiz, but if it needs to be, a quiz

4) Activity: visual-verbal-aural in a nutshell (why’d you force it into a nutshell?)

5) Homework

VISUAL VERBAL AURAL

If you’re keeping up with the schedule, you will see that your visual verbal aural argument is due relatively soon, though I did move it just a little further back for the sake of sanity, since for some reason a bunch of you missed the day I planned to show you iMovie stuff.

The amount of time for the VVA argument is intentional, though: I don’t want you to spend too long working on it vs. the much larger, much more important, multi-modal argument .

The basics1) You proceed sort of like you did with the

visual verbal argument2) Only now you get to have sound3) And because you have sound, as I told you

before break, you also have “time”4) So chronology and timing become a factor,

as well as the potential for (though not the need for, just yet) animation/motion.

5) The key here is to think about what the time/chronology and sound afford you that you didn’t have before.

At the end of this class…

…we will spend some time tinkering with iMovie, looking at one potential way you could put together a visual-verbal-aural argument. I’m going to give you a prompt and ask you to make something very short but hopefully effective. :)

But what you want to be thinking about is how you can now involve visual elements (moving or still), verbal elements (words), and sound.

Next class we will focus specifically on looking atsome interesting elements of sound.

The challengesNumber one was a fool’s errand.

Sure, you might have found something that seemed original (one of the keys I wanted you to press against here is the idea of what “original” means), but there are really no new ideas that don’t borrow from something, and on the rare occasion that someone has one, it’s quickly borrowed by others.

What we have to ask ourselves is what we bring to our assembling of ideas. For example, this slide’s image is a photo of Kim Dotcom, and I’m not the first person to ever fiddle with grayscaled filtered photos, but no one else has THIS altered photo (yet). It’s not an original idea, but it’s original in a way.

The middle one…

…was easy enough for those of you who did it. Here’s a quick example for the argument that Facebook alienates people from each other, using the app bitstrips within Facebook:

The last one was……the interesting one.

What I asked you to do was questionably illegal. Not for me– I can ask whatever I want. But how many of you balked at the idea of downloading a copyrighted piece of music and sending it to me?

There are some loopholes:1.Fair use2.I actually own copies of all those songs, so “technically” you would have just sent me backups3.You could– though not very well in court anymore– claim ignorance if you found the files online and just passed them along to me.

Why would I do that?

Anyone have a guess, having done the reading for today, as to why I’d send you off to see if you could find copyrighted material freely sitting on the web, collect it, and send it to me?

Here we go…The answer to the previous slide has everything to do with Megaupload and Kim Dotcom.

So let’s start with some questions.

Question 1: Who is Kim Dotcom?

Question 2: What is Megaupload?

Question 3: Did someone say cops? What wrong was done? What law

was broken?

Question 4: Check out this screen grab of the Megaupload site. What sticks out to you about it?

Question 5: Wait, I went to Megaupload and all I see is this (see next slide). What’s up with that?

Question 6: So how does this relate to

being asked to look for copyrighted music online last

class?

Question 7: Why does this matter to a class on digital writing and

rhetoric?

Question 8: At the end of what you read, it says:

“The media will be presented with a copy of this recording,” the judge promises. But how, she

wonders, will they be able to distribute multiple copies at once, so that each TV station and paper has an

identical copy at the same time?Across the courtroom, the Megaupload boys begin to

giggle.

Why are they laughing?

Your activity

For the rest of class, I want you to work on making a very simple visual verbal aural argument using iMovie.

For this particular argument, we’re going to choose to act like pirates, though this is the last time I will thrust that role upon you.

Your task:

I can’t get this stupid “Thrift Shop” song out of my head, so go download it (there’s a link to a site that just has it sitting there on the course site under the PowerPoint for today).

Then go to Google images and find images you like related to “piracy” and create for me a 10 second (or so) video that makes a statement on using the internet to share copyrighted materials.

You might also try to figure out why I chose THIS song, beyond it being stuck in my head.

For TuesdayWe’re going to talk about games and learning. There’s a James Gee essay linked from the course webpage. Read it.

We will also talk for the first time in-depth about the Multimodal Argument Project (AKA MAP) and talk about sound. Lots of fun stuff.