Tomorrow and Tomorrow: Students, Shakespeare, and DV in Academic Assessments

Autor/inn/en	Bruce, David L.; Sullivan, Sunshine R.; Tetta, Olivia; Schilke, Tess
Titel	Tomorrow and Tomorrow: Students, Shakespeare, and DV in Academic Assessments
Quelle	In: Pedagogies: An International Journal, 18 (2023) 1, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2021.1944869
Schlagwörter	English Literature; Reader Response; High School Students; Females; Literature Appreciation; Drama; Film Production; Video Technology; Multimedia Materials; Multiple Literacies; English Instruction; Assignments; Self Concept; Audience Awareness; Student Developed Materials; Rural Education; Digital Literacy + Suchen Sie Ihr Suchwort? Englische literatur; Leserbrief; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Literarische Wertung; Schauspiel; Filmproduktion; English langauage lessons; Englischunterricht; Assignment; Auftrag; Zuweisung; Selbstkonzept; Ländliche Erwachsenenbildung
Abstract	This article presents the work of two female students in a rural school who were assigned to respond to a Shakespearean text with a Digital Video (DV) project. The study shows how the teacher provided students appropriate time, mediation, and space in allowing them to bring their out-of-school literacies and interests within an academic context. The students composed a DV interpretation of the "tomorrow and tomorrow and tomorrow" speech from Macbeth. The research examines both the product and process of the students' work. They recursively planned, drafted, and edited as they composed a multimodal response that purposefully attended to the orchestration of visuals, audio, and text. Implications from this study demonstrate the importance of valuing students' identities in classroom settings, emphasizing multiple audiences for student work, highlighting the complexity of compositional decisions students made throughout the entire process of creating their video response, and providing multimodal assessments in academic contexts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01