Remix Book (Project Four)

7/30/2019 Remix Book (Project Four)

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Lisa A. CurtinENGL 106 Instructor

Purdue Writing Showcase

April 12, 2012

Anyone Can

Remix!The Relevance of the

Remix in the

Composition Classroom


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+Why are remixes important?

I think that its important, in the ENGL 106 classroom, to teach students

to compose in ways relevantto their lives. REMIXES ARE

EVERYWHERE, from YouTube parody trailers to hit songs on WAZY,

from Pride & Prejudice & Zombiesto 10 Things I Hate About You. Using theEverything is a Remixweb series, I demonstrate to students that remixing

isnt just occurring in pop culture, but that the processes of research

and design(very relevant to my classroom full of engineering and

business majors) are also forms of remixing in their own rightall

research and design has to build itself out of pre-existing research and

design.


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+How do we remix?

To teach my students that REMIXING IS FOR EVERYONE, I have

them remediate a previous project into a movie poster and concept. This

gives students the chance to think critically and creativelyabout how to

successfully translate a written text or pamphlet into a more visualmedium. This project addresses concepts like context inrhetorical

situation, audience consideration, andvisual rhetoric. To further

reinforce the importance of remixing, my students complete in-class

projects, have discussions about major remixing concepts and issues, and

read articles about remixing and rhetoric.


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ProjectGuidelines

UNIT FOUR PROJECT: Rhetorical Situation

We have reached the end of our journeyweve moved from literacy to discoursecommunities in general to our own areas of academic discourse in particular. We are now

discussing rhetorical situationevery situation is a rhetorical situation! We are going to usethe rhetorical skills we have developed as readers and writers to remediate one of ourprevious projects into a new medium.

Scenario: For this project, imagine that you are a fil mmaker. You will choose one of yourprevious projects to remediate into a movie concept and poster. During the last week ofclass, we will hold informal presentations of our concepts and posters and then have a classOscars.

Requirements:This assignment requires that you remediate a previous project of yourchoosing into a movie concept and poster. You will create a movie title, movie tagline, andbasic plot summary (2-3 paragraphs) for your project. You will establish a genre, rating, andtarget audience. (Thats a big part of rhetorical situation.) For this project, you ma y feel freeto fictionalize/change your project to some degree in order to make it into something thatcould be a movie. The link between your original project and the movie should be clear, butremediate away! We will be discussing visual rhetoric (remember this from our discoursecommunity project?) in relation to movie posters for this project, so your poster needs toshow evidence of your understanding of visual rhetoric principles. We will spend some time inclass learning the basics of Photoshop to complete the poster part of this project. If you would prefer to createyour poster using another program or b y hand thats fine, but youMUST talk to me or email me with anexplanation for your preference.

(Grade breakdown: written portion of project worth 100 points, poster worth 50 points.)

Key Resources: Your previous projects, 7 Elements of a Great Movie Poster Design,OWL visual rhetoric resources, Writing About Writingchapter 1

Disclaimer: Please be aware that this is not art class and therefore I will not be j udging youharshly on your level of creative or artistic skill. If you are concerned about the quality ofyour poster, you may write a 1-2 page reflection explaining the visual rhetoric choices youattempted to make and why.

MISSION&STATEMENT:&By#remediating#one#of#our#previous#projects#into#a#new#medium#(movie#poster#concept),#we#will#change#that#

texts#rhetorical#situation.#In#our#increasingly#visual#culture,#we#often#find#ourselves#subjected#to#visual#rhetoric#

as#well#as#written/spoken#rhetoric.#This#project#will#help#us#to#understand#the#visual#rhetorical#moves#we#encounter#every#

day.&


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Project Rubric

Grading Rubric for Project 4:Rhetorical Situation (Visual Rhetoric & Remediation)

(150 points)POSTER A B C DVisual Rhetoric (50points)

Projectdemonstrates astrong use of theprinciples ofvisual rhetoric.

Projectdemonstrates aneffective use ofthe principles ofvisual rhetoric.

Projectdemonstratesa basic use ofthe principlesof visualrhetoric.

Project does notdemonstrate anyunderstanding orconsideration ofthe principles ofvisual rhetoric.

Movie PosterConventions35 points)

Project has aclearly definedgenre, a well-thought out title(and tagline), andemploysconventions ofmovie posterdesign to engagean audience.

Project has aneasily discerniblegenre, aneffective title(and tagline), anduses movieposterconventions.

Projectdemonstratesan attempt toestablish agenre, has arelevant title,and usessome movieposterconventions.

Project has nodefinite genre,lacks a titleand/or tagline,and makes noattempt toemploy theconventions ofmovie posters.

PLOT SUMMARY A B C DEditorial/CreativeChoices in theSummary(40 points)

Summaryindicates thatyour remediationchoices havebeen clearly andcreatively thoughtout.

Summarydemonstratesthat theremediationchoices havebeen made withsome carefulthought.

Summarydemonstratesthat theremediationchoices havebeenconsidered.

Summary doesnot demonstrateany clear thoughtor creative choicein theremediation.

Rhetorical Situation(15 points)

Project has agenre and ratingthat have beenclearly thoughtout and anaudience that hasbeen specificallyaddressed.

Project showsthoughtfulconsideration ofgenre, rating,and targetaudience.

Project has agenre, rating,and audiencenoted.

Project indicateslittle or noattention togenre, rating, andaudience.

F: Project is incomplete.


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Student Sample Projects


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+ Shooting Pandora

A Fresh Look at a Spectacular World


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+Shooting Pandora

In a near future, humanity discovers the planet Alpha Centauri

B-4, and for those scientists, astronauts and photographers whove

traveled between its neighboring sun know it as Pandora.

In this world filled with beauty and diversity, [our hero] picked up

his first camera, and called Pandora home. From the Direhorse to the

Mountain Banshee (Pictured on the [poster]), he feared no creature or

height to get the perfect shot. You will follow him on his epic journey to

capture these amazing photographs and witness the splendor that is

Pandora.


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In Her Cleats

!

!

A!story!of!a!teenage!girl!and!the!obstacles!she!faces!after!a!tragic!soccer!accident!

COMING!SOON!TO!CINEMAS!NEAR!!!!!!

YOU!

IN!HER!CLEATS!

A Story of a Teenage Girl

and the Obstacles She Faces

After a Tragic Soccer

Accident


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+In Her Cleats

A story of a teenage girl, her life as a soccer player, and the struggles she

has to face to get where she is today. [She] is now 19 years old and in

college. She still has a passion for soccer and plays on an intermural team.

She started playing soccer at the age of eight and we see her journey as shegrows older and develops her skills as a player. One problem arises in the

midst of her soccer career. She tears her ACL her sophomore year of high

school, and has to learn to cope with her injury. [She] has to make

comeback if she wants to play the game she loves. It is a dramatic and long

process but her love of the game and desire is what brings her back. Its a

true story and will have you gritting your teeth as you see the pain she

went through during her injury.


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The Art Show


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+The Art Show

The Art Show tells the story of [Kevin]. The nineteen-year old boy

grows up in a conservative engineering family in New York, but has

extraordinary talent and desire in painting. However, his father, who is an

engineering professor, suppresses him from painting, because he wants hisson walk in his path, to be an engineer. Even though [Kevin] still does

painting behind his fathers back at school. One day, a famous exhibition

sponsor discovers [Kevins] paintings. The sponsor is willing host a legit art

show in the Imperial building for him for free. Unfortunately, the art

shows date conflicts with the National Engineering Contest, which

[Kevin] has prepared for for years. Now [Kevin] has to make one of the

biggest choices in his life: Dream or Fathers Will.


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PrimaryEncountersDo you have what it takes to

face Windows 98?


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+Primary Encounters

The primary encounter is between the horrid monster, Windows 98 and

me. The monster is activated by no other than me from a large cardboard

box. The monster then escapes by throwing me down using his large and

bulky keyboard, enormous mouse and various other wires sprouting fromits brain also known as the CPU. The monster starts terrorizing the world

and trying to hypnotize the people with its large CRT screen. It is up to me

to save the world and destroy the monster. Finally I realize the monster

could be trained instead of being destroyed if one can control the mouse

and the keyboard. Hence in the end I could tame Windows 98 and use it

for the greater cause of helping increase my knowledge in computers and

technology.


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Da Govs: We TakinOver

Life or Death is determined

on the Gridiron.


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+Da Govs: We Takin Over

Growing up, [John] has built a passion for football. If he wasnt playing itthen he was more than likely thinking about it. He started off young and showed anycrowd that he was something to pay attention to for the rest of his career.

He began with pee wees and worked his way up to high school where hiswhole reason for playing the game changed. Being a star on the team meant he wasalways being observed. One day after a tough practice, [John] was approached by agroup of guys wearing black and red. They said to him that if he doesnt play for theirteam then his career in football and also his life would go down the drain. [John] didntknow what to believe, but he didnt want to take a chance. That night [John] received acall. The caller didnt reveal his name, but only informed [John] about tomorrow nightsgame.

Da Govs is what they were called and they represented the gang fromHammond, Indiana. With football being so popular, gangs resorted to it as a settlementof territory. Instead of using guns and fighting, they settled everything on the gridiron.[Johns] perception of football and the way he played it from then on changed. Heplayed to survive. He played to be able to be him again.


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Readings & Videos


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Please refer to the

computer for thefollowing:u Everything is a Remix video

Series

u 7 Elements of Great MoviePoster Design by MattCarpenter

u Visual Rhetoric TerminologyPowerPoint

By Matt

Carpenter f

webdesigne

depot

7 ELEMENTS OF A GREAT

MOVIE POSTER DESIGN

VISUAL RHETORICOr, Fancy Terminology to Make You Sound

Smart While Explaining Why Things Look

Pretty or Cool


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Visual RhetoricGlossary

ENGL 106 Unit 2

Visual Rhetoric Glossary

Alignment: the placement of text and graphics so they line up on the page. Use alignment to createorder, organize page elements, group items, and create visual connections. In general, goodalignment is invisible. Alignment often occurs along the left, right, and middle margins.

Balance: arrangement of the elements on the page so that no one section is heavier than the other.Often balance is symmetrical, but its possible to achieve balance asymmetrically or radially.

Color Theory: use of the color wheel to determine the relationship between colors they cancontrast, blend, or create a specific kind of affect. Primary colors and colors across from each otheron the wheel tend to contrast, and colors next to one another on the wheel blend. If you want textto show up on a colored background, choose contrasting rather than blending colors.

Contrast: the measureable amount of difference or dissimilarity in a designs page, screen, frame,etc., occurs with size, color value, (See hue, saturation, brightness), type (Size, value, font, color), etc.

Focal Point: place or object in a composition that the eye tends to go to first (either through a

rhetorical use of such principles as contrast and alignment or the constructed reading practices of aculture

Negative Space: space around the focal point of a composition or the space not actively being usedby the various objects within the frame, page, or screen.

Proximity: amount of visual space between two or more objects. This can make them appearwholly related or unrelated.

Repetition: multiple instances of shapes, sizes, placements, colors, etc. that will not only providevisual unity but set the possibility for contrast.

Rule of Thirds: compositional rule of photography that states that a frame can be divided into nineparts by drawing two horizontal lines and two vertical lines through it (in a tic-tac-toe fashion) andthat focal points at the intersections of these lines will have more interesting tension and energy (asopposed to those at the direct center or horizons of the frame).

Adapted from L. Pinkert


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Rhetorical SituationGlossary

ENGL 106 Unit 4

What is Rhetorical Situation?Some helpful definitions.

Rhetoric is the study of (persuasive) human communication. Persuasion in terms of rhetoric

can be as simple as asking someone to turn out the light.

Discourse is just an academic way of saying human communication.

An author (or rhetor or writer or speaker, as theyre sometimes called) i s the personengaging in discourse.

The audience is the person (or people) who hears or reads a text. The audience can be a realperson or a person that the author imagines reading his text.

Exigence is the reason for a specific communication. When you communicate withsomeone, what are you communicating and why? The what and why define the exigence ofthat communication.

Context is the circumstance in which the discoursetakes place. Context can shape or evenprompt exigence.

Constraintsare any external influences (external to

authorand

audience) that may limit orincrease an audiences potential to be moved by communication.

A rhetorical situation is a particular instance ofdiscoursebetween an authorand an audiencebased on exigenceand shaped bycontextsand constraints.

For more information, see the article Rhetorical Situations and Their Constituents by Keith Grant-Davie inWriting About Writingchapter one.


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+In-Class Projects &

Prompts


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+In-Class Mini Project: Advertisement Creation

ENGL 106

Groups will be assigned a product and an audience. Using what we know aboutrhetorical situation, the groups will create an advertisement of their product totheir target audience. You can create a visual advertisement (like a poster orPowerPoint slide) or a skit (like a TV commercial). Groups will post theiradvertisement to Blackboard (poster, script, etc.). Each group will present theiradvertisements to the class. Every group member must participate in theadvertisement in some way.

10 MinutesConsiderWho is the audience?

What are the audiences values?What does the audience already know about the product?Why should the audience choose/use your product?How can you establish credibility?

15 Minutes CreateWhat do you know about printed advertisements and TV commercials?Try to effectively advertise your product to your audience.

Present

Groups will present their advertisement to the rest of the class and explain thechoices they made. Be ready to answer the questions from the Considersection.

Advertiseme

ntCreation

Project


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+IN-CLASS REMEDIATION PROJECTFor the past two classes we have been discussing remediation, and the ways it can change modify,

highlight, and enhance various meanings. For your fourth project you will be remediating yourLiteracy Narrativesinto aMovie Poster. However, before tackling your own text, we are going topractice by remediating other texts.

ICONIC TEXTS ALTERNATIVE MEDIA

Declaration of Independence Twitter10 Commandments Music Playlist

Bill of Rights Facebook ProfileI Have a Dream Text Message

Romeo & Juliet Chat

Harry Potter Power PointAvatar Jingle

If youve got another idea of a familiar text Catch Phraseto remediate, just ask me about it. Resume

For Example: The Declaration of Independenceas a tweet!@tommyj1776 All men R cre8ed =. Taxation w/o rep blows. Suck it Britannia #democracyrocks.

Instructions: In pairs or groups of 3, remediate (translate) any of the above texts into any of the

listed media. Remediation involves reinterpretation, so feel free to make creative and editorialchoices. If you choose to remediate into tweets or text messages, remediate at least 3 texts. At theend of class we will share our remediations with one another, so post your final result to Blackboard.

For homework, after your group has completed your remediation you will complete a Blackboardjournal discussing the following:

o How and why did you chose to remediate your text(s) the way you did?o What editorial choices did you make and why?o Does your remediation alter the meaning of the original text, and if so, how?

Remedia

tionProject


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+Rhetoric Scavenger HuntENGL 106

The purpose of this scavenger hunt is for us to get out on campus and really pay attention tothe ways we useour basic literacies of reading and writing all the time without even realizingit, and how we are a part of rhetorical situations all the time.

Texts to Look For (out in the world)

graffiti flyer or advertisement that is student produced chalk writing bathroom wall writing stencil writing

Texts to Look For (online)

two articles about the same news story from different websites facebook advertisements

When you find an example, take a picture of it. After your hunt, the photographer for yourgroup needs to upload the photos to Blackboard and answer questions.

To upload the photos, you will create a journal post in the scavenger hunt discussion pageand attach the photos to your post. Please type all of your group members names in the textbody of the post.

Questions for Journaling (Blackboard journal due by class on Wednesday 4/11):Who created the text in the photo? (Who is the author?)Who is the audience for the text?What is the exigence for this text? What is being communicated and why?What is the context of this text and what are any constraints? (What effect do thecircumstances of the text have on its exigence, and are any of these circumstances going tolimit or increase the audiences attention to the text?)

Rhetoric

Scavenge

rHunt


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+ The Kings Speech

I use these two official poster designs to demonstrate

effective and ineffective uses of visual rhetoric.


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+X-Men: First Class

I use these two official poster designs to demonstrate

effective and ineffective uses of visual rhetoric.


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In-Class Writing 9/21: Analyze an Advertisement

Based on our discussion of good and bad movie posters and using ourglossaries of rhetoric and visual rhetoric terms, analyze thisadvertisement.

o Who is the audience for this advertisement? How can you tell?o In what kind of context would you expect to see this

advertisement?o As an audience of this advertisement, has this advertisement

engaged you or lost your interest? Why?o Choose three terms from your visual rhetoric glossary and explain

how this advertisement uses or does not use those principles.!

!!

W

ritingPrompt:A

dvertisementAn

alysis


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Adapted from Harris Fall 2011!!Movie Questionnaire

Remember, this is a beginning for your projectthink of these questions as a rough draft. You

arent bound to your answers.

What kind of movie will your literacy narrative be? (think genre)

What kinds of editorial changes would you make to fit this genre?

What aspect of your narrative will you focus on in creating your poster?

Who will your target audience be?

MoviePitc

hQuestio

nnaire

Documents

Remix Book (Project Four)